Section Editor: Salvador Leon
A Horror Story - Marty Hill
Three Perspectives - Javier Suffle, Juan Orrantia, and Salvador Leon
Developing a Virtual Community for Teachers by Teachers - Juan Orrantia
Involving Parents in School Technology Integration - Dee McLaughlin
Take Home Computer Program - Pat Mathews
That particular morning, even the phone sounded excited as it rang. When I answered there was an enthusiastic voice on the other end. "Hi!" she started, "Allegre has finally decided which software we would like to purchase for our computers, and I am calling you to place the order." Normally, spending grant money doesn't generate such fanfare. You need to know the whole story in order to understand why Mrs. Maestra's call was such a big deal. And, hopefully for her, some needed relief to the headache software selection had become.
Nearly six months had passed since the management team at Allegre Elementary School had made the decision to use some grant money to purchase much needed software for their computer lab. Catalogs, magazines, and lots of advice had been circulating in and out of classrooms and the teachers' lounge. Primary wanted "multi-media." "That's the only way to go," Ms. Mandona stated emphatically, "All the studies say that." Other grade levels had different needs and just as many opinions. Keyboarding, Math software, Carmen Sandiego, Reader Rabbit, Desktop Publishing, the list went on and on. Instead of coming to consensus, the school was becoming polarized over this issue. One afternoon during a staff meeting, after the discussion had gone on far too long, Mr. Calmado offered a compromise. "How about we call the people who gave us this grant and find out what they recommend we buy." His suggestion was met with immediate approval, and he was asked to make the call.
A few days later, I received a call from Mr. Calmado. He explained Allegre's situation and asked for my suggestions. "I'm very glad you called Mr. Calmado. Few schools take advantage of our technology resources and sometimes make decisions and purchases they later regret."
"Tell me," I questioned, "how is your lab set up?"
There was a long pause on his side. "Well," he began hesitantly, "we have 10 computers and a printer."
"What kind of computers, Mr. Calmado," I asked.
"IBM's," he replied, "but the printer is an Epson."
Next I asked, "Do you know their configuration?"
"I'm sorry, Mrs. Lomita," Mr. Calmado said, "you have asked me some questions that I'm not sure of the answers." "I can tell you," he went on, "that our lab is about 3 years old and we got it because we were awarded a 'Writing To Read' grant."
After hearing that, I knew that we might have a big mess at Allegre Elementary School. I advised Mr. Calmado that the departments at Allegre should choose software that addressed measurable criteria. For example, if the 3rd grades focus was to improve state writing test scores, then they should choose software that they felt would accomplish that goal. I then made an appointment with him to come to the school site and take a look at the computer lab before I made any further recommendations.
Before I could get out to the school, I got Mrs. Maestra's call. It was at this point that the dream became a nightmare. "We took your advice," she said. "All the departments got together and matched their software requests with state grade level competencies." She sounded so proud of herself and her school. "And here's what we want to order." I copied down the request as she dictated each item.
"What great selections!" I told her after I had read the list back to her. "Now, you have made sure that the computers you have will run this software." I asked.
"Oh, yes," Mrs. Maestra replied, "We have really good computers."
"I will order the software and have it shipped here," I told her, " After it arrives I'll come out and help you install it and answer any questions you might have."
The order was placed and several little packages arrived a short time later. I called Mrs. Maestra and we made arrangements to meet at the school to install the software. I had asked her to let anyone else, that might be interested, know when I would be there. We settled on the next Tuesday afternoon.
On Tuesday I went to Allegre to do what I considered a routine and rather boring job. It was a different picture, however, when I got to the school. I was greeted at the door by Allegre's principal, Mrs. Brazos. "Everyone is waiting for you in the lab!" she said breathlessly as we hurried down the hall toward the computer lab. Mrs. Brazos used the few minutes of travel time to fill me in on just how much the staff was looking forward to using the new software. Our light steps began to feel heavier, like I was wearing concrete overshoes, when just as we arrived at our destination. Mrs. Brazos finished her sentence with the words, ". . . especially since our DDD contract expired, and they took the server."
The slight weight of the software packages I was carrying increased geometrically to at least a ton as I entered the computer lab. It was not because I suddenly got butterflies seeing 20 teachers looking right at me, but because of what Mrs. Brazos had just said and seeing the computers for the first time. There hiding under carefully stitched home-made cozies were 15 IBM PS/2 boxes and an Epson dot-matrix tractor-fed printer. With each step inside the room I felt the weight of my concrete overshoes increase and more drops of sweat accumulate on my forehead.
How was I ever going to tell these people that their computers did not meet even the simplest system requirement for the software they had selected? Over half the programs contained CD-ROM's. There wasn't a single machine equipped with a CD-ROM drive. All of the programs required a minimum of a 386 and at least 4 mg. of RAM on Windows equipped machines. I was certain, at that moment, that I was going to have a heart attack or at the very least a stroke!
I'm sure everyone could tell I was ill by the look on my face. I let the much anticipated packages tumble out of my arms onto a table in the center of the room. My brain began screaming, "Vendor rape, call the technology police!" After deciding against running, I knew I had to start explaining. Here was an eager willing staff who had been raped by a vendor with no conscience. And then, after the act, been talked into believing that they were consenting victims. All that was left in this lab were boxes with monitors - 286 boards, no hard-drive with unattached network cabling hanging out their backsides. Slowly I began, "I'm so very sorry, but the software you have picked out will not work with these machines, I'll explain why and then we can explore your options."
Many months of "therapy" were required (in the form of training and staff development) to bring this group back from the dark pit their vendor had left them in. I don't think any of them turn white at the mention of the word "technology" any more. The teachers at Allegre learned a very valuable lesson from this experience -- Be willing to learn all that you can in order to make responsible decisions.
Here are the conclusions the staff at Allegre Elementary reached:
Marty Hill is a graduate student in Curriculum and Instruction, Learning Technologies Specialization. As a graduate assistant in the College of Education, she teaches technology courses for pre-service teachers, and conducts family computing workshops for parents of elementary students. Marty also works with New Mexico's Systemic Initiative for Math and Science Education (SIMSE). She has a strong interest in technology integration in the elementary classroom, especially in the areas of math and science. Mrs. Hill is a member of the 17 seat Council on Technology in Education created by the 1994 New Mexico State Legislature.
You can reach Marty
by phone at (505) 646-7927
by mail - Box 30001/Dept. 3R,
Las Cruces, NM 88003
by e-mail - mhill@nmsu.edu
Integrating Technolog and Managing Change
By : Javier Suffle
Needs Assessment
To set a good foundation for a good solid educational technology program it is important to conduct a campus needs assessment. The administration, in collaboration with the campus faculty, should brainstorm and determine what kind of technology program would best suit the school's needs. Through teacher and community input, a survey (questionnaire) should be developed and filled out by teachers. When looking at the survey, the committee should take all input into consideration. If the committee feels that not enough information was received, then consider having a meeting with all involved and explain qualities of an effective educational technology program and what available platforms.
When a consensus is reached, the committee can continue researching the type of platforms available and opportunities to provide student success.
Direction based on needs
Once the committee has determined the software they wish to use, and the platform they will acquire. The next step is to have the committee communicate the direction to the rest of the stake holders of the campus. A precise presentation of information is important because teachers will be resistant to the fact that technology will be part of their daily curriculum. It is important to educate the staff as often as possible so that the faculty can visualize the direction and why it important. All teachers should have common knowledge and training for a program of this nature to succeed.
Budget support
The administration, in collaboration with the committee involved in the technology planning, should develop the budget. After having looked at the Needs Assessment, then the committee should plan on how much will be spent for the first initial year. A plan should be developed and assessed as often as possible to evaluate the money that will be allotted for the first year. The platform should be taken into consideration first and then a decision made on what hardware and software to buy.
Training
Training for the administration and teachers should be planned so that the vision and direction can be accomplished. At this point, training becomes very vital, mainly because teachers will begin to see the reality of the technology plan. It will be important to select a trainer that can meet the needs of the educational environment and the teachers. The trainer has to be an individual whom the teachers can relate, understand, and trust.
Time for Staff Development
The campus administrators should recommend or establish certain days and hours in which teachers can appropriately be trained in how to use the computer technology. These days and times should be set aside from the working hours so that it will not interfere with the teachers' instructional day. The administrators should provide a stipend for weekends and for after school training sessions. Teachers should be rewarded for their efforts when a new initiative is taking place.
Instructional Focus
The instructional focus concerns all stake holders, especially when the instructional curriculum is involved. The teachers, parents, and students should be informed of the new instructional technology focus which will take effect on the campus. The technology instructional focus plan should be written in the campus action plan to include the goals and objectives. The technology instructional focus plan should include how and when teachers and students will be trained in the technology hardware and software.
Instructional Technologist Specialist
Having an instructional technology specialist is very important, especially when implementing a new technology program. This individual will play an important role in the development of a successful technology program. The instructional technology specialist should be trained and continue ongoing training as technology keeps changing and developing. He\She will have to spend time working with the hardware and software and collaborate with the technology committee in obtaining the best hardware and instructional software prices.
Hardware and Software
The instructional technologist specialist should be aware of the variety of hardware and software available and which would best suit the school's needs. It is important to have the instructional specialist trained because there is so much hardware and software out there that, if not careful, the wrong decisions may be made, money lost, and consequences suffered.
Instructional Technology Task Force
The purpose of the technology task force is for a school to have more than one computer literate individual. The school should have a representative from each grade level to assist the instructional technologist to spread the knowledge of common problems encountered in using computers and their solutions. The task force can be used to mentor others in using information technology and using technology as a tool for curriculum integration. The task force will train teachers during their planning period on new ways to use technology in their classroom. It is very effective to have other teachers trained in technology other than the computer coordinator.
Technology Implementation follow up
The administration should consult with the instructional technologist specialist on a regular basis to communicate where teachers stand in the technology plan.
Support from the administration is important because if money from the technology plan has been exhausted, and more money is needed, the administrator can provide more money to continue the program for success. Ongoing monitoring from the task force to assure that effective technology implementation is taken place and that continuous training is also being implemented.
Instructional Technology Specialist perspective:
by: Juan F. Orrantia
Public schools in West Texas and Southern New Mexico are entering an era where educators need to be computer literate so they can pass on to their students the skills of information management that has not been created. It is a heady experience to realize that we are in a transition period in our society that is comparable to the changes that occurred in western civilization when the industrial age changed the way society operated.
Educators worldwide are finding themselves lacking the experience, funding, and formal education to develop, implement and support instructional technology initiatives. There are areas of the world that have excellent programs that truly integrate the information technology, the curriculum, sound instructional practices, and funding constraints. These successful programs did not have a road map before they started integrating technology and the curriculum. They more than likely had a few computer literate individuals that saw the dynamic connection between what they were doing in the classroom and how a computer(s) could enhance the experience(s). One other characteristic that these educators more than likely had was their commitment to their profession, the "stalwarts of the campus". They more than likely had a supportive administration that were more than likely looking for something new that would keep their school at the forefront of their district in something that only that campus could do well.
As funding becomes available, more and more risks are taken. Funding from a state's or district's technology fund become available. Then at a district's or principal's directive, the purchase of computers, networking cables, printers, etc. are purchased for a campus. There is usually no planning, much less a campus consensus as to what direction will be taken with the equipment.
What follows is the experience that I have had at Desertaire Elementary.
Desertaire Elementary is the northernmost school of the Ysleta Independent School District, of El Paso, Texas. It is one of 5 schools in the Parkland High School feeder pattern. The school is in it's sixth year of operation and has a student population of approximately 875 students. It has a diverse student population. The majority of students are Hispanic, with Anglo, Oriental, and Black students completing the demographic mix.
We started down the instructional technology road during the 1992-1993 school year. Our lack of experience showed when we did not require the classroom teacher to participate in the lesson that the students were doing in the computer lab. Another variable that inhibited the teacher from being a proponent for technology was that the teachers did not have any computers in the classroom. We endured this situation for two years while the job of instructional technology specialist developed into what it is today.
One milestone outcome was that we and a few other campuses decided to develop school-based computer coordinators (now called instructional technology specialists). Rather than waiting for assistance or being told what to do, campuses are now deciding what to do and how to do it.
In the spring of 1994 our superintendent chose our school as a pilot site for an IBM and EduQuest Program. Plans were made all spring and summer. Finally, in August the IBM marketing representative finalized the plan and presented it to the superintendent. We were told that he did not have the money. We were offered a technology fund matching option where they would match expenditures $1 to $1. Thus the 1994-1995 school year was totally different then we had expected.
Adding to this change of events was that due to our growing student population, I no longer had a room to have a computer lab.
Our principal decided that the focus of our new plans was to network our 4th grade classrooms and place 3 student workstations, 1 teacher/student multimedia workstation, 1 dot matrix printer into 7 classrooms. The plans also included placing 10 drops into our library with 5 workstations and cross connect a library file server with the instructional software file server.
We also purchased a CD-ROM tower with 7 drives for future expandability. We sent in the PO at the end of September and received the first items in January. Our network was not wired until the end of February. The network was not fully operational until April. I did nothing else but tend to this project all year and it gave me many gray hairs. I will never do anything like this the way we did it last year.
The most frustrating part was the training for the 4th grade teachers. We trained off campus. The network was not fully operational and the trainer was not assertive. The week was not productive and it was done 3 months before we had our network up and running. The lack of experience and guidance from central office created a negative experience.
While all this was going on, the district found a director for the newly formed Department of Technology. He immediately started on the first phase of the 5 year technology plan. The first order of business was to install a new phone system and wire the administrative portion of all schools. (We had the wiring to the 4th grade classrooms we had the adjoining six 5th grade classrooms and 1 special education classroom.) The cabling also include 2 composite drops that had 2 fiber optic strands and 3 data line. Thus, we now had the cabling infrastructure for 20 drops for administrative/operation purposes, 13 classrooms and 10 in the library. The wiring took place in late May and early June. The new phone switch was installed in July and the handsets installed in mid August.
At the direction of the assistant principal we embarked on a new endeavor. He suggested that we develop an instructional technology team. The purpose was to have a representative from each grade level and 3 representatives from the specialist teachers that could assist the instructional technology specialist in spreading the knowledge of common problems encountered in using computers. The group could be used to spread the knowledge of how to use information technology and how it can be integrated into the curriculum. The area of greatest help that this group could be used for is for addressing common problems that teachers encounter with using computers and printing with stand alone and networked computers.
1995-1996 had been planned for an implement ion of a multimedia focus. This all changed when the principal and vice principal were trying to figure out a way to have the teachers become more computer literate. The scenario was that our campus administration decided to purchase laptops for teachers in lieu of purchasing desktop computers for the classroom. It had been discussed amongst the principal and assistant principal that funds which were earmarked for technology could be maximized by purchasing desktop computers with matching Title I funds. The principal felt that she could purchase 35 computers with campus money and be matched 1 to 1 by Central Office and wind up with 70 computers. The assistant principal pointed out that our teachers were not ready to integrate technology with the curriculum because they did not have access to the technology in the classroom or at home. He continued to argue that the classroom desktop computer would be turned off at 3:15 and not turned on again until 7:45 the next morning. With a laptop, the teacher would more than likely use it at home and begin to explore how to utilize it in their private and professional life. He also pointed out that the teachers' children would also push the issue of their using the computer while the parent was not using it. It was his contention, that if we spent this year orienting our teachers to working with a laptop, that our plans for implementing a true integration program next year would be well served. The two were in agreement that the laptops would be ordered for only the regular education teachers this year. The 13 certificated support staff would be taken care of the next school year.
We ordered 17 Toshiba Satellite T2130cs laptops and 24 Macintosh PowerPC PowerBook 5300cs. This decision was arrived at after following site based management procedures. Our CEIC (Campus Educational Improvement Committee) decided that the platform for Kindergarten through Third grade would be Macintosh and IBM compatible would be the platform for Fourth through Sixth. The rationale was that the Kindergarten through Third grade classes have access to a Macintosh mini lab with a wealth of legal software and the fourth through fifth grade classes have a distributed IBM network. Two fifth grade classrooms and 5 Sixth grade portables do not have the cabling for a network yet. This will be remedied by the end of this school year.
We received our laptops during the first week of November 1995. I inventoried, configured, installed existing legal software, and then distributed them. I have to point out a few problems. I was not pleased with the manner in which the computers were distributed.
As a result of this experience I now know that I need to individualize the distribution and have all the paper work done prior to the event. Time has to be allocated to do the job correctly the first time. The administrators at any campus has to agree to this.
I proposed that I would meet with the teachers Thursday and Tuesday per grade level. We met a total of 41 regular Ed classroom teachers. This would remain until adjustments would need to be made.
The biggest drawback to training was that attendance of all grade level teachers was not mandatory. Thus, there was always 1 teacher not showing up because they did not want to be bothered with the training. At other times, some teachers would not show because of an absence, workshop, parent conference, a phone call, and other typical school business type of reasons.
This was a disaster. The reason was that to gather 6 teachers at the same time during their conference is next to impossible. I discussed this with my administration and they suggested that I explore a different strategy. What saved me from making a "band aid" attempt was that the teacher productivity software we ordered (ClarisWorks for Mac and Windows) came in. I suggested that I would cease classes, install the software and continue in January after Christmas Holidays.
The new strategy is that I have fewer teachers in the session (2) and that I hold them once a week. This worked out well. I was able to customize the instruction to their learning styles and user level. I decided that the focus will be 3 fold:
This new model for training was and is an astounding success. It is more flexible and allows time for building trust and developing stronger interpersonal relationships. It allows me to reschedule teachers when my presence is required at a meeting on or off campus. It also allows me to reschedule when the principal of assistant pulls me off my regular training schedule for assisting them with special projects. Doing this adds to my credibility because it shows consideration and professionalism to my fellow colleagues.
This training model will more than likely be upgraded. It will be in effect for the remainder of the school year.
Learning a new way of doing things has its price. Yet there would be no change if organizations did not take risks. I feel that by integrating information technology (not just computers) with the curriculum and sound instructional practices, a knowledgeable teacher can address students' learning styles and help them manipulate different types of media (data) in a way that one can not do when using paper and pencil. As schools become more knowledgeable in instructional technology and institutions of higher learning provide appropriate master and doctoral programs the instructional technology initiatives will become more effective and efficient.
The most time consuming aspect of an instructional technology plan is caused by a lack of focus. The following variables are necessary when managing an instructional technology program.
A good inventory is necessary if a campus is going to invest campus funds for the purchase of instructional technology. The majority of low end instructional technology can be incorporated with high end instructional technology in one way or another. When making administrative decisions, this data is very valuable. Making informed decisions can be made only when the appropriate data is available.
Classroom Perspective: Here's Looking at you ... Teach!
By: Salvador León
I have had the opportunity to visit Desertaire Elementary and,suffice it to say, that Assistant Principal Javier Suffle and Instructional Technology Specialist Juan F.Orrantia have done an outstanding job on planning and incorporating technology there.What a great technology Plan!
Unfortunately , it didn't happen that way at Lamar Elementary. We did not have a plan, a vision, nor computers, just a little interest among a few teachers. Then something incredible occurred! We received from the University of Texas at El Paso ... computers! Via Texas Education Agency- swish, boom, bang in came the Macintosh computers, scanners, LCD panels along with little training, and a pep talk from the administrators saying to the overwhelmed crowd of creative teachers ..."use your imagination!"But still, no vision and little software were provided.
It always amazes me that administrators seem to feel that we teachers have plenty of time on our hands. Do all teachers have a creative way to make time for everything under the sun? (? *#%) Let me assure you. We Don't ! "Yes, let's be creative!" was the battle cry. O.K., I will GET DANGEROUS WITH TECHNOLOGY, besides I have some knowledge of Macintosh computers and I have a creative imagination .
At this point, I wish we had some semblance of a plan or vision and an Instructional Technology Specialist on campus. Hey! I was just grateful that we have computers in my classroom and were building upon our infrastructure every year. As the year passed by, I was using my own software in the classroom and creating HyperStudio Stacks with my first grade students. I was integrating technology within our curriculum and enjoying it. Take note, HyperStudio is not a game that will take you to the Bahamas or print out invitations and make banners. It is a program that can be integrated across the curriculum. It facilitates Higher order thinking skills. I have been presenting student stacks in conferences and staff developmment meetings in California, Texas and New Mexico. Also, I have created eight commercial Teacher and Student Portfolio Stacks with HyperStudio.
Is this a great software program or what ?! Now, what is currently happening at Lamar? I am still teaching first grade and I am also the Instructional Technology Specialist (more work). We now have a vision at our school for integrating technology within the curriculum, using HyperStudio. I wrote a grant and was awarded monies to purchase three new Macintosh computers ( I will have a total of six Macintosh Computers), Quicktake Camera, Zip Drive and an upgrade on our HyperStudio Software. This will enable me to set up a mini lab in my classroom for teaching HyperStudio to students and faculty.
In essence, our school is in its infancy when it comes to technology
and integrating it within the curriculum. Gee, after writing this piece,
I realized I portrayed myself as a one-man wrecking crew. Hey! Things just
happen. In retrospect, our school's technology plan, vision, training and
implementation are still plugging along but the plan was DANGEROUSLY prepared
from the bottom to the top from a teacher's imagination.
Javier Sufflé
Has a bachelors degree in Education, University of Texas at El Paso,
Masters in Education and Mid-Management SUL Ross State University, and is
currently enrolled in the Educational Specialist Program at NMSU. Currently
he is an Assistant Principal at Desertaire Elementary School Y.I.S.D. in
El Paso, Tx.
e-mail: javier@dzn.com
Juan F. Orrantia
Has a bachelors degree in Education from Fort Lewis College and is
currently enrolled in the Curriculum and Instruction Masters with a Specialization
in Instructional Technologies at NMSU. He is currently employed with the
Ysleta ISD in El Paso, TX at Desertaire Elementary as the instructional
technology specialist.
e-mail: nauj@dzn.com
Salvador León
Has a bachelors degree in Education from the University of Texas at
El Paso and is currently enrolled in the Curriculum and Instruction Masters
with a Specialization in Instructional Technologies at NMSU. Mr.León
is a self-publisher of commercial HyperStudio portfolio stacks for use or
Students andTeachers. He currently teachers a Bilingual First Grade Class
in the El Paso Independent School District in El Paso, Texas.
e-mail: encinitas@dzn.com
Developing a Virtual Community
for Teachers by Teachers
By: Juan Francisco Orrantia
With the ever increasing overload of data and demands on a teachers time, there needs to be a method by which a teacher can access data and messages at his/her leisure. Howard Rheingold+s book The Virtual Community: Homesteading on The Electronic Frontier is an excellent primer for educators responsible for establishing, implementing and supporting an electronic bulletin board system.
I have been part of five Bulletin Board Systems (BBS) systems over the last four years. They have all been lacking in one way or another. The main point is that when the information about a new BBS is made public, teachers flock to it in droves. As time moves on, interest and participation start to wane. Why, because there is nothing to keep them there after users became proficient in using the system. I always wondered why. Rheingold's book finally gave me insight into the traps and pitfalls that BBSes fall into.
First of all what is the purpose of establishing a BBS? Will it become a vehicle for change? If so, what type of change? If it is systemic change, then a core group of exemplary teachers need to be assembled to contribute to the effort. This is crucial because if these teachers are truly exemplary, others will flock to see what it is they have to offer. If the BBS employs state-of-the-art hardware and software, they will continue to come back and contribute. Teachers need to collaborate with other teachers to share and reciprocate. Being able to do this at one's leisure is the key.
What I would also suggest is that events be created that would draw teachers to get on-line and participate. As time passes the contributors and participants would start to take over the operations of the system.
The obvious areas that would be available to users would be the "how to" of integrating instructional technology with the curriculum. Topics to be explored might be: How can ClarisWorks and other integrated application software tools be used to teach and reinforce all subject areas; what integrated learning systems are recommended and the ins and outs of multimedia production. One very important area that would help teachers is help in filtering through the onslaught of information. Teacher mentors can direct to each other tidbits of data that are of most interest to teachers.
The most important aspect of a BBS is that teachers can use such a system to break down the hierarchical and departmental barriers, standard operating procedures, and organizational norms that at times stifle creativity and inhibit true systemic change.
Involving Parents in School
Technology Integration
By: Dee McLaughlin
There is a need to create community-classroom connections in education. This need stems from an inability of the school system alone to meet the needs of a diverse student population. This is also essential because of the emergence of new technology tools and new teacher stratgies. Involving parents in technology facilitates narrowing the gap between home and school, and has the potential to provide a motivated, trained source of help to the schools.
The school systems are lacking in funding, experience, and adequate educational models to fully integrate technology. Therefore, schools are forming partnerships with higher education, corporations, and community groups to provide the necessary support. The collaboration of NMSU, US West, and the Las Cruces Public Schools (LCPS), is a successful example of this type of partnership. Another source of support can be found in the parents and general citizenry of the school community.
Current political thinking advocates increasing the roles and responsibilities of parents in the schools. Schools have struggled with how best to respond to either the concerns or the contributions of parents/citizens. They have lacked a format for creatively using parents talents, unless the parents were willing to fulfill an already identified need. There has always been a legitimate need for parents to participate in fundraisers, clerical help in the classroom, and other mundane chores. This might not be the best use of the time, and talents of some parents.
Organizations that rely heavily on volunteer support have realized that modern volunteers have needs that the organization must meet in order to retain their help. All parents/citizens lead busy lives, and no one wants to waste their time. Effective volunteers have to be treated with the same respect and some of the perquisites that a regular employee has. They must be recruited for an appropriate position, be sufficiently trained, given real responsibility and authority, and be rewarded. In working with volunteers, this means discerning their interests, training them, and then giving them real work to do in the schools. Rewards can come in many forms, but are a necessary component of a good program. Too often, a good volunteer will "burn out" if they are not trained, supervised and rewarded in their work. No one wants to feel taken advantage of and taken for granted in their position. This is especially true for parents working with the school system. There is so much work to be done, and the burden often falls on the shoulders of just a few parents who are willing and/or able to be available during the school day.
One of the ways parents can meaningfully contribute to the schools is by assisting with technology implementation. Schools have acquired technology, but many are not fully integrating technology into the curriculum. Lack of time, training, and support are among the most common barriers. Parents can support this process directly by working with students and technology in the classroom. Especially on the elementary level, it takes enormous amounts of time for students to become proficient technology users. When the students have achieved a certain expertise, they can train other students and expand the student's technology use.
Using parents as techno-aides makes sense for the school district for many reasons. Many parents have experience with sophisticated technologies in their homes and work places. For these parents, the transition to working in the schools can be an easy one. They simply need to be coached on how to tailor their expertise to the classroom. For parents, who may be familiar with working in the schools in other capacities, the transition to working with technology can also be smooth. These parents are comfortable with the curriculum, often know the students, and have the patience and motivation to be genuinely helpful in the schools. Providing them with technology training opens up an entire new avenue for them. They may have resisted using technology at home, due to a feeling that they are already behind, and can't catch up. By providing a safe, supportive atmosphere in which to learn technology skills, these parents can go on to become even more enthusiastic and useful to the schools.
Citizens have been asked to monetarily contribute to the acquisition of technology for schools, through bond issues and other tax measures. If they can see that the technology is being used to support educational goals, than they may become vocal supporters of its future funding. For this reason alone, schools cannot afford to alienate parents/citizens from the process of integrating technology in the curriculum.
Creating a Family Technology Training Program
I have created a program of family technology classes to support parents as partners with the schools. Just as recent studies have emphasized the need for teacher and staff training in conjunction with hardware and software purchases, parent training is another necessary component. Family technology workshops serve the following purposes:
1. Encourage opportunities for adults and children to learn together.
2. Empower children to act as mentors/coaches for their parents.
3. Increase familiarity with the variety of school technologies.
4. Provide introductory levels of computer skills.
5. Encourage use of school facilities for community-based learning.
These goals support the current educational trends of multi age, multi disciplined learning. When students act as coaches for their parents and other students, their own motivation and achievement remain high. The use of technology in schools has grown at an exponential rate over the last generation. Parents are often unfamiliar of the wide range of technology already in use in education. By providing an introductory level of skills, parents can begin to assist teachers in the classroom immediately. If interest warrants, they can easily go on to learn specific applications. By supporting parents in taking the first steps to personal technology use, they are empowered to continue. Schools are expensive buildings to maintain and operate. In order to get maximum use out of them, they need to be available for community use as well. These classes are an attempt to establish a pattern in communities of lifelong learning. The necessity of continuing education is apparent to many adults in the work force. By providing models for children, they might develop an attitude of lifelong learning.
Implementing family technology classes is relatively easy, virtually cost free, and highly rewarding. I began by targeting parents in three multi age classrooms, 3-5 grade. By offering both morning and evening classes, I hoped to reach a variety of parents. Classes were scheduled for 90 minutes a week, for three weeks. This gave parents a chance to try become involved, without making a huge commitment. The only costs involved were for materials, primarily disks and handouts. The school computer lab usually has applications appropriate for novice users. Many introductory computer classes use an integrated package to help students become familiar with the variety of functions a computer can perform. I chose to not use an integrated package,( i.e., Claris Works, or Microsoft Works). Although many parents are familiar with databases, spreadsheets, and word processing programs at work, I thought they might enjoy learning a fun multi-dimensional program. The opportunity to use technology in a non-linear fashion proved to be confidence builder for many parents.
I chose to use Hyperstudio. As a multimedia program that the students were already using in class, it seemed ideal for using with parents. Parents were familiar with the name, but not the concept behind this program or multimedia programs in general. Hyperstudio use at the elementary level is suitable for: making presentations, creating games, keeping a journal, teaching computer skills, writing stories, maintaining an assessment portfolio and having fun with computers. All of these uses support current educational goals. Even the last use, having fun with computers, is important. Students, staff, and parents, who are comfortable and enjoying themselves while using computers, are highly motivated to learn new applications and continue with technology use. I haven't met anyone yet who doesn't enjoy using the Hyperstudio program.
Getting Started
Classes began with a general introduction to computer hardware components. Briefly explaining some terms allows parents to feel that although they might not speak a techno lingo, they can at least begin understanding terms. A new video, "Technology Unplugged" by Barbara Copeland of NMSU Agricultural Communications Department, is an excellent, lighthearted introduction to the inner workings of any computer system. A brief discussion of the rapid advances in available school technology followed. Parents made a drawing of the "modern" technology in use when they were in elementary school. Responses ranged from the manual typewriter, the filmstrip projector, to the use of televisions. Some parents had no technology experience to speak of. This exercise also raised the question of uses and necessity for technology in the schools. Taking the time to explore this issue along with other parental concerns is an important component of a program. Parents raised concerns about the Internet, the health effects of computer use, the seeming impatience of computer users (more speed is constantly longed for), and if spell-checking is a good tool for students ( does it encourage the continuance of poor spelling?). Some of these questions can be answered with research, but most of them are questions that can lead to thoughtful discussion throughout the school community of staff, parents, and students. For homework, families were asked to go on a technology treasure hunt. They discovered a wide variety of technology in use in their classrooms and homes.
Using Hyperstudio
Actual use of the Hyperstudio program progressed rapidly. Beginning with an introduction to paint and draw tools, families created some very involved art work. Creating buttons to link cards proved slightly more difficult. The way that this sequence is presented in the program is confusing. Whereas students are fascinated with the opportunity to use a variety of transitions, many parents found this annoying. Discovering the effects of using text and graphic boxes, as opposed to placing items directly on the background was the subject of an entire lesson. The most wary users were soon involved in creating complex biography projects. After the classes ended, students asked to continue for another session.
Problems to Overcome
There are certain problems associated with creating any new program. None of these are insurmountable or hampered the overall success of the program. Some of the students were not sufficiently proficient in Hyperstudio use to act as coaches for their parents. They also were lacking in the skills necessary for a mentor. They wanted to do everything for their parents. These were noble gestures, but they don't allow the parents to experience or learn the program. Most people learn to use computer technology through a hands-on approach. When someone else reaches over to fix things, the opportunity for learning is lost. Another unexpected problem was attendance. Even though the classes were scheduled for only three weeks, attendance was erratic. This made large group presentations ineffective. Either someone would hear a repeat of information, or they were lost because they had missed the background information. Classes could be designed as primarily self-paced, individualized tutorials. This would allow the teacher to act truly as a guide or coach for each family as they explored technology.
Schools will never be able to integrate technology without a broad base of parent support. Parents who are excited about and trained in technology can act as school advocates, raise money for technology, work directly with students, acquire and maintain resources and perform a myriad of other techno-tasks. By providing necessary training at the schools, the existing equipment and personnel can be used. This series of classes successfully met its goals. It made enthusiastic converts out of some parents who will be able to help in the schools. For others it was a way to begin building a positive relationship with the school system, while having fun with their child. By building partnerships with parents, the entire school community benefits. So reach out and try this program. The results might be surprising.
Dee McLaughlin is a graduate student in the NMSU Learning Technologies Program. She maintains an interest in community based learning environments. She is conducting research in gender differences in technology use. Currently, she is working with a team to develop a K-2 curriculum based on corn. Corn is her life!
Take Home Computer Program
By: Pat Mathews
Technology as a tool for learning and parental involvement in the child's learning process have been the ideas behind a successful Title I program implemented by Las Cruces Public Schools. This program uses computer technology to present fun, challenging activities that supplement fundamental skills in reading, mathematics, and writing. It complements and reinforces classroom instruction by giving students more time on task.
The Take Home Computer Program began in the Las Cruces Public Schools eight years ago. Apple IIe computers have been made available to students and their families. Software for the program was purchased through Jostens Learning Corporation. This software comes in durable carrying cases. Software for reading and math have been provided, with game software provided late in each cycle. The software supplied is level appropriate to meet the needs of each individual student. Each family also receives software for all siblings of the students. The computers are distributed four times during each school year. Each cycle lasts approximately ten weeks.
Students' parents are notified of participation prior to the beginning of the cycle. A training session for students and their parents is scheduled at each Title I school. At that session, the computers are set up in the cafeteria. The Title I Technology Trainer leads parents and students through the process of disconnecting and reconnecting the computer system, basic computer care, troubleshooting techniques, and software awareness and management. The trainer also stresses the importance of parental involvement in their child's education. Parents are encouraged to spend time with their student on the computer. Parental involvement, research shows, is directly related to a child's success in school. At the end of the one hour training session, parents are helped in packing up their computer system to take home for their ten week cycle. Everyone is excited to receive the computer for their child to use at home.
The Take Home Computer Program has been, and remains, a successful program in the Las Cruces Public Schools. However, in the past year, we have defined a new focus. One question has repeatedly surfaced during Take Home Computer Program training sessions. Parents will ask, "Do you have any software programs for me?" It has become increasingly apparent that the Take Home Computer Program was lacking an element- programs for parents. Since our software covered levels K-8 (grades kindergarten through 8th grade), we had nothing for older siblings or parents. The need exists for such software. This has been the motivation behind the development of the Family Literacy Project.
The Spring of 1995 marked the beginning of the Family Literacy Project in Las Cruces Public Schools. Computer Curriculum Corporation agreed to participate in the project by supplying comprehensive courseware covering all curriculum areas, including English as a Second Language and GED Preparation. Four Title I families were interviewed, tested, and selected to participate in the project. A training session was held for all members of the four families. This group training session was an essential component because many of the adult family members had never used a computer. They were very apprehensive, and this session gave the trainer the opportunity to allay their fears and establish expectations for them and their children. Training issues included the care of the equipment, troubleshooting strategies, courseware introduction, and the establishment of a consistent routine within the family to make this opportunity meaningful. Parents were strongly encouraged to set up a schedule for computer use in their home, and to enforce this schedule. Such a commitment would surely lead to gains on the system.
The computers were delivered to the participants' homes. This also was a valuable component of the project because it allowed the trainer to visit with the adult member(s) of the family in their environment. The trainer could help determine if the computer was being placed in the most advantageous place to ensure its use in the home. Adults felt more at ease to ask questions in their own home. This opened the door for the trainer to actually become more of a mentor, and to establish a relationship that would help make this a valuable learning experience for every member of the family.
A schedule of visits by the trainer was established. A Home-School Liaison accompanied the trainer to the homes where only Spanish was spoken. Visits were made every other week to collect data so that progress reports could be run. Reports were reviewed and adjustments to participants' programs were made as needed. Individual instruction was also given to participants when and where it was needed. Since the instruction was taking place in the home, participants again felt much less intimidated and free to ask questions.
The pilot project lasted four months. At the end of that time period, results were reviewed. It was determined, based on those results, that this would be the direction in which the Take Home Computer Program would head in the future. It became apparent that it was essential to reach out and offer educational opportunities to all members of families in the community. Technology, as a tool, empowers us to do this as never before.
Three Title I schools have participated in the Family Literacy Program during the 1995-96 school year. The common goal of the schools is to implement the project in order to make a difference- one family at a time. To truly make a difference with some children, it is essential to reach out and work with the families. At Risk Students have been identified within each school. Characteristics common to these students are language problems, high rate of mobility, the family struggling with subsistence issues, family uncomfortable in the schools, and the family places little value on education.
Two main goals have been established for the Family Literacy Program:
1. To affect academic performance of the students and all other family
members.
2. To build relationships with familiesthat will be sustained throughout
the children's education.
Families are urged to identify their short term educational and long term life goals. Interviews with all family members are conducted to identify and establish these goals. The short term goals are limited to 3 achievable goals that are stepping stones toward their long term goals. During the same interview, data for individual profiles is collected. Each member of the family is asked to describe interests, personal strengths, and personal "dreams" for the future.
The families are selected for participation, based on the results of the interviews that are conducted, along with input from teachers in the participants' home school. The Wide Range Achievement Test (WRAT) is administered to determine a reading and math performance level. The testing procedure is important only to be able to place participants at the proper level in the courseware.
A contract outlining the requirements of the program is signed by the family. The length of time that the computer is left in the home is optional and left to the discretion of the team (Title I Coordinator, Title I Trainer, Home-School Liaison and home school Title I teacher). If the computer is being used on a regular basis, and gains are being made consistently on the courseware, the team will opt to leave the computer in the home. If any of the preceding conditions is not being met, the trainer will discuss the situation with the family and advise them of the consequences. If the situation does not improve, the team can decide to remove the computer from the home and select another family.
Many lessons have been learned during the first year of this program. It is critical to select a family that will be committed to the program. The level of commitment can be determined during the interview process. The trainer plays a large role in motivating families to continue their commitment and enthusiasm. Families respond very well to this program when they realize that the school district is interested in educating not only their children, but also the parents. Some of the observed results of the program have been academic achievement, increased self confidence in children and parents, and improved attitudes about education. Some parents did not value education for their children. But their involvement in this program established education as a priority for them, and they in turn began to realize education as a priority for their children. When students see that school is important to their parents, it usually becomes important to them too.
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