Section Editors: Marty Hill, Cathy Chavez, and Leticia Guevara
(True Story) Rediscovering the Joys of Teaching - Marjorie Sharp
Quick and Easy...Staff Development - Marjorie Sharp
Starting a District Trainer's Program - One Example - Martha Trost
Computer's and Teachers - Not an Impossible Dream - Kim Barany
Teaching Teachers Technology - Susan Smith
Some Important Strategies for Technology Planning - Marty Hill
(TRUE STORY) REDISCOVERING
THE JOYS OF TEACHING
By: Marjorie Sharp
A most exciting and wonderful thing has happened to me this year - I have rediscovered the joys of teaching! The first 19 years of my teaching career had been spent in elementary schools around the country in grades one through six. Then at a point when my peers were thinking and planning ahead to retirement, I decided to teach sixth grade in a middle school. Many of my colleagues thought I had literally lost my mind!
My reasons for such a move were numerous. At the time I was teaching third grade and, as much as I loved the little ones, I felt my most effective teaching had always been with "older" students in fifth grade. I also really admired and respected the principal at the new middle school. Last, but not least, I was given the opportunity to teach Introduction to Technology and a language arts block which are my two great loves!!
In the Introduction to Technology class, I was able to develop my own curriculum and instructional style for the class. This has been a wonderful class as this is a totally new subject area for students, and today's young people like something "new and different"!
Not only have I received great joy from teaching students, I have also been very involved in my building with teaching teachers about the technology tools available to them and how to integrate these tools into our curriculum instructional programs.
I have had such a wonderful response and feed-back in my building as a result of my staff development workshop on "Using One to Four Computers in the Classroom"! It is such a thrill to walk into various classrooms and observe how teachers have changed their classroom management style to adapt to new and more flexible programs as a result of my workshops! Talk about instant gratification - I am so fortunate to be able to observe these changes since I teach alongside these people. It would be a shame to give a workshop and never see the results.
The greatest joy I have received from my efforts has been seeing not only the students, but the teachers as well gain confidence and ability to use technology as tools to support instructional programs confidentaly in and out of class. Who ultimately benefits?- OUR STUDENTS!!
While many of my teaching peers are concerned with how many days until
retirement, my thoughts are more concerned with learning as much as I possibly
can about new technologies so I can in turn share with my students and colleagues.
AREN'T I THE LUCKY ONE??
Marjorie Sharp
Although I was born in El Paso, Texas, I was raised and educated in New Mexico and received my degree from New Mexico State University. I have been teaching for 23 years having taught all grades first through sixth in California, Nebraska, Texas and New Mexico. Las Cruces, New Mexico has been home for the past 17 years where I presently teach in the Las Cruces Public Schools. I presently teach Introduction to Technology and a language arts Block at Sierra Middle School.
While teaching in Las Cruces, I have participated in all levels of technology within the district for the past 14 years holding such positions as building technology chairman, district support group chairman, participant in classroom technology pilot programs with Tandy Corp., presented computer workshops on a variety of computer related materials and activities such as the Project Center,and one of the chairs for the Southern New Mexico Technology Conference Committee.
In my "spare" time, besides working on my computer and teaching, I enjoy traveling with my husband Jim and babysitting my two grandchildren.
Quick and Easy...Staff Development
By: Marjorie Sharp
It is becoming more and more difficult to find the time to schedule staff development workshops so the teachers in our building can learn about new technologies. Time has become a very precious commodity to teachers with all of the additional duties, responsibilities, and expectations placed upon them. After trying different times and types of workshops for teachers, I have found that my "Quick and Easy" workshops seem to work best for all.
The Quick and Easy workshops are designed to be done in 30 minutes as most teachers can attend for this short period of time. I begin the workshop right on time and I have them out of the door 30 minutes later. I plan hands on exercises with worksheets that can be carried away from the workshops. The staff works through these worksheets at the workshop and they can later use the same or similar types of exercises with their students in the classroom.
There has been a very favorable response to this type of workshop. I usually schedule two or three sessions of the same workshop, depending on the number signing up, to keep the numbers low and to allow for different time schedules. For example, I might schedule a workshop on Windows Tools from 8:00 - 8:30 A.M. before school on Tuesday morning, the same workshop 3:30 - 4:00 P.M. on Monday and Thursday afternoons. This gives staff members flexibility of times including the opportunity to attend more than one session for reinforcement. I am in the building to help with follow-up work in their classrooms if need be.
There are no stipends for the 30 minute workshop. I do conduct one of
the workshops during contract time, but I have found that many teachers
do not mind spending 30 minutes learning more about technology to use in
their classrooms. My reward comes from seeing more of our staff feeling
comfortable and enjoying working with their computers and software programs.
This enables more of our students to access the available technology in
our building.
(Example of exercise for Quick and Easy Staff Development)
QUICK AND EASY WORD PROCESSING TOOLS ... MICROSOFT WORKS FOR WINDOWS
1. Select Microsoft Works from the main menu.
2. Click on Word Processor
3. Type the following message AS IS!!! Tuck Everlasting is one of my favorite books. The story is about the Tuck family and how they can live forever at their present age becaus they drank special water in the forrest.
4. Go to TOOLS in the menu bar. Select spelling to check the spelling. You will choose to check the whole document. (The spell check should bring up the word becaus. Select OK suggest for suggestions for correct spelling. Highlight because and select change.) Continue with the other words which are spelled incorrectly until all of the words are correct.
5. Go to the words Tuck Everlasting and click on the T and drag the mouse across to the g in Everlasting to highlight the title. Then go up to tool bar and highlight u then move pointer to some white space and click and the title will then be underlined. Go back and remove the highlight immediately so that the remaining text will not be highlighted.
6. Highlight the word forest. Then go to tools in the menu bar and select Thesaurus. Suggested words come up, select change and change to grove.
7. Go back to tools and select word count to count the words. This gives the number of words in a piece.
8. To change the font on a piece, highlight the material you would like to change the font on and go to format and select font and style. Select the type of font you would like and click ok. To change the font back to the orginal font, go back and select Times New Roman.
9. Highlight the word favorite. Go to the tool bar and select the slanted I(the italics button). Favorite should be highlighted. Click the Italics button again to return to normal type.
10. Highlight the word age. Go to the tool bar and click on the B to change age to bold type. Go back and click again to remove bold feature.
11. Highlight the whole paragraph. Go to format and select borders. Select outline and line style double - click ok and the paragraph should have a double border around it.
Starting A District Training
Program...One Example
By: Martha A. Trost
The Las Cruces Public Schools (LCPS) was intent on creating a technology department to help support and train teachers on how to use technology in the schools. In the Spring of 1994, two positions were created. One position was for a District Network Specialist and the other position was for a District Technology Trainer. Both positions had been identified in the District Technology Plan. The monies that would fund and start the necessary programs were from a state technology grant that was established by the New Mexico State Legislature. Each school district was required to develop and submit a District Technology Plan to the State Department of Education to receive the funding. These monies helped LCPS get started with the technology plan.
In the Fall of 1994, the first step was to create a technology training lab for teachers. With the help of the network specialist and technology trainer, a lab was designed that would be representative of the technology already in the individual schools. A lab with 5 Power Macs and 5 Compaqs (Windows) was established. Each machine was multi-media capable with CD-Rom drives, 16 megs of RAM, and 500 meg hard drives. A laser printer, color printer, and color scanner were also added to the plan. In addition to the local stations, the lab is networked to a server where two - 2.1 gigabyte hard drives are reserved for the training lab. Since a server had already been purchased and used for other functions, the training lab only had to purchase the two hard drives. This kept the costs down and did not require buying a server.
The next step was to purchase the software that would be used in the training lab. PerfectOffice, Microsoft Works, ClarisWorks, Microsoft Office, Lotus, and Dbase are some of the application software packages which teachers can learn to use in the lab. Recently, HyperStudio and NetScape were added to the training lab to be used in training on integrating technology with the curriculum.
From the technology grant monies mentioned above, monies are budgeted to promote substitutes for teachers receiving training during the work day. Each school is provided a number of substitute days for the purpose of technology training. This encourages participation and a sense of support from the district to encourage the use of technology in the classroom.
Martha A. Trost is the District Technology Trainer for the Las Cruces Public Schools in Las Cruces, New Mexico. Phone number is (505) 527-6612. E-Mail mtrost@lcps.k12.nm.us.
Computers and Teachers Not
an Impossible Dream
By: Kim Barany
Many school districts are unable, or unwilling, to fund a certified technology teacher to run computer labs. Technology integration often consists of a computer lab managed by an aide. The aide typically has little training and what training they do get relates to hardware, not software. Teachers with little or no formal training themselves are often expected to conduct lessons for their classes during their lab time.
I wanted to do something to help the teachers in my school of 700 students (which was faced with the aforementioned difficulties) utilize our computers more effectively. I decided to attempt to fund a class for teachers which would meet during the school day. The class would be designed to help teachers gain the knowledge needed for them to feel comfortable assisting their classes on the computers. Much staff development in these areas is conducted after school and on the weekends. By holding sessions during the school day and funding substitute pay, teachers feel that what they are learning is valued. I chose to work with one teacher from each grade level. My theory was that this individual could become the resource person for their grade and share the knowledge they gained from the classes with their grade level teachers.
In order to apply for a grant, I had to conceptualize the project and figure out what I wanted to achieve. As I mentioned previously, I chose to focus on one teacher per grade level. The grant application was written with the premise that our sessions would focus on the area of language arts. My school's students have overall below average abilities in language arts. Focusing on that need, as well as the teachers' needs for computer skills, gave a viable rationale for the grant.We received $900 which enabled us to hold 7 half day sessions for 6 teachers and myself, the instructor.
Our computer lab was to be equipped with 12 compaq 486's, CD Rom towers, a color laser printer, and a server. Unfortunately the lab set up was not completed on time and the sessions initially were postponed. Finally, they were conducted without all of the expected peripherals. This is the type of difficulty which any computer technology skill development class has to be ready to work around.
Our first session was finally conducted and I asked each teacher to write answers to the following questions:
Then we spent the rest of that session becoming familiar with the computers. When I analyzed the writing they'd done, I found that a majority wanted to learn basic computing skills, as well as become familiar with software that was appropriate to their grade level. Using this information and bearing in mind our long range goal to focus on language arts skills I developed rough outlines of the 6 sessions to follow. The plans ranged from becoming familiar with Microsoft Works and Creative Writer, both programs with a language arts focus, to analyzing the rest of the available software to determine its applicability to their classes. As the weeks progressed I adapted the sessions from my original plans to incorporate what the participating teachers wanted to do.
A good example of the need for such flexibility occurred in two of the final sessions. We had been working with Creative Writer and the teachers were asked how they would use it with their classes. In order to answer that question they chose to bring some of their students into the lab during our sessions and see how they handled the program. I felt that was an excellent idea, though not one that had occurred to me. I attempted to bear in mind that my number one goal was to help the teachers reach a comfort level with the computers, which would give them the confidence necessary to continue experimenting after the sessions ended. Incorporating their ideas helped the participating teachers feel that the classes really were solely for their benefit.
In conclusion I asked each participant to complete the questionnaire
which is on the following page. I found that all the participants felt more
comfortable with computers than they had when they began the classes. I
concluded that what teachers need the most in this area is exposure to computers
and the time to "mess around".
Evaluation of Computer Classes
1. When the classes began you wrote an assessment of your computer skills and the level of comfort you had with computers. Do you feel you have gained skills and/or comfort in the course of these classes? Please give details.
2. Will you feel comfortable and confident assisting your class with the use of computers? Is there a difference in how you feel now and how you felt before the classes?
3. What did we do in class that you think will help you the most in the future?
4. How would you use a word processing program in your classroom, if it were available?
5. What could we have done in class, and didn't, that would have been
helpful for you?
The questionnaire elicited the following results from the 5 teachers who completed it after my class.
1.The teachers who came into the courses with the least skills reported feeling both more comfortable and more skillful with computers. The teachers who already felt comfortable indicated that they gained useful knowledge regarding the use of specific programs.
2. All of the responding teachers felt both more comfortable and more confident at the prospect of assisting their classes with the computers.
3. Four of the five teachers felt they gained the most knowledge by learning the new programs which we used. The fifth teacher felt she would use the ability to create motivational materials for her students.
4. All of the teachers would use the word processing programs to teach the writing process in their classrooms.
5. Some of the teachers felt we could have benefitted from bringing in more students to our classes and seeing how they approached the programs. Others mentioned different types of programs which they would like to become familiar with.
Kim Barany is a third grade teacher at Chaparral Elementary in the Gadson School in the Gadsden District. She is a recent graduate of he Learning Technologies program at New Mexico State University. Her e-mail address is kbarany@nmsu.edu
Teaching Teachers Technology
By: Susan C. Smith
Technology Coordinator For Oñate High School in Las
Cruces covers a wide scope of duties. One is helping with the training of the staff in technology. This training is not limited to teachers, but everyone who works at our school is encouraged to participate. I have found that the following aspects have helped to encourage people to participate in training sessions.
Time is the most crucial aspect when training school personnel. There is never enough time to attend a workshop. If something can be offered to the staff, they are more willing to give up their time to be trained. If grant money or other funds are available, a stipend can be offered to those who attend a training session on their own time. Some people are more willing to go to workshops during the school day if a substitute is provided or during in-service days. If money is not available, food may work! Because time is so valuable to staff members, I always try to compensate them in some way whether it be money, a substitute, or food.
The training session has to be pertinent to what the teacher, secretary, custodian, cafeteria worker, or whomever else is in attendance. Anytime, a workshop is being offered, the attendees should be shown how this particular lesson can be used in their particular environment.
Surveying the staff is important to keep in touch with staff needs at the present time. Surveys should be done often. From the surveys, I want to find out what they want to learn now. Once the most dire need is determined, a training session is offered at a specific time and day.
After training sessions, I find that people want access to more hardware and software. It is important to be ready for this request because this is when the training really means something. The people who took the technology workshops will continue to learn if the materials are provided for them.
The training is coordinated with the district trainers. However, if they are not available, I will do the training myself. Recognizing the different learning styles, I try to provide a handout for the readers, give a lecture for the listeners, and make sure equipment is available for the hands-on learners.
Susan C. Smith is an English teacher and technology coordinator for Oñate High School in Las Cruces, NM. At the present she is on the District's Technology Management Team and Co-chairperson for the Technology Support Group. She has incorporated technology into her classroom to enhance the learning of her students.
Some Important Strategies
for Technology Planning
By: Marty Hill
1. Your technology committee must be EMPOWERED, that is, they must
be given the authority and flexibility needed to implement change. This
empowerment involves shifting the power from administrators to include every
level of the school in the change process. According to Jaffe and Scott
(Lamb & Johnson, 1994), this empowerment involves questions that must
be addressed at three levels:
Level One: Individual Mind-sets
Level Two: Personal and Intergroup Relationships
Level Three: Organizational Policies and Structures
2. Committee members need to understand their charge and the expected role of the committee as well as the impact on the school community of their decisions. The committee must know to whom they are accountable -- the staff, the principal, the district office, the school board, and the residents of the community.
3. The technology committees MUST be willing to report and receive reports from other site-based committee that can provide possible collaboration. For example, it is very important to know what the staff development committee has planned for next year's in-service days, or what construction plans the building committee is making. One way for this type of dialog to occur would be to use committee liaisons from each of the different site committees.
4. You may want to form a large technology committee made up of teachers, administrators, students, librarians, educational assistants, office personnel, staff members, parents, community members, district personnel, school board members, legislators, and consultants. THEN from that large group, form smaller working sub-committees to perform specific tasks.
5. Sub-committees would form
6. Schedule as many meetings as your sub-committees are willing to attend. Make your meetings as efficient and productive as possible by using a trained facilitator. By using a facilitator you will be able to:
7. Avoid using vendor representatives as consultants. Just remember, "Never ask a barber if he thinks you need a haircut!" In other words, you may not need whatever a salesperson has to sell (Lamb & Johnson, 1994). If you feel you need a consultant look to district consultants either from within your district or from a similar one. University professors are another source. Just make sure that they have practical and recent experience in a public school setting. Professional consultants are plentiful and some are very good. Most, however, are very expensive.
8. Have your funding sources in mind as you begin to draft your plan. Where will the money come from to do the things we want to do? Webb suggests looking at funding sources using a five mineral approach: Copper, Nickel, Silver, Gold and Diamond.
Copper: The lowest level raises a little money at a time - Candy sales, book fairs, magazine drives. This type of fund raising will not address large scale needs and takes MUCH time and effort for little return. Use this type of fund raising for mouse pads and keyboard skins.
Nickel: Fund raising on a larger scale involving the PTA/PTO, booster clubs, school organizations, jog-a-thons, etc. Some schools use their vending machine profits in this type of fund raising. "Coins for Computers" can raise enough to buy ethernet cards, some software or pay a monthly network provider charge.
Gold: A business partner is a golden resource. This kind of partner can donate money, in-kind contributions and other resources. Some schools have approached the whole business community of their city with the idea of providing large scale hardware needs "one computer at a time."
Diamond: The BIG BUCKS are out there if you know how to get them. Diamond funding involves applying for large grants and private donations from estates and/or foundations.
References:
Jafee, D.T. & Scott, C. D. (1993) Building a committed workplace: an empowered organization as a competitive advantage. In Ray, M. & Rinzler, A., The New Paradigm in Business, NY: Perigee Books, 139-146.
Lamb, A. & Johnson, L. (1994) Technology and Change Cowboy Style. Evansville, IN:Vision To Action, 26-33 & 37-42.
Webb, D. (September 1993). Everything I needed to know about fund raising for technology was learned the hard way. ISTE Update, 6(1), 6-7.
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