Technology Literacy Challenge Grant 2000

 Technology Literacy Challenge Grant Proposal
 FY 2000 - Round #2

School District  Lincoln Community School   (ANESU)
Contact Person  Abby Foulk, Librarian            Bill Jesdale, Principal
Address  795 E. River Rd.
Town, State, Zip  Lincoln, Vt. 05443
Phone  (802) 453-2119
E-mail afoulk@lincoln.k12.vt.us      bjesdale@lincoln.k12.vt.us

Total Funds Requested (FY 2000 only)  $10,000.00
Funds received for 2000-2001 fiscal year

(Below is an excerpt from the TLC Grant 2000.  Complete copy available by contacting Abby Foulk)

Year 2 Proposal Goals:
Goal 1:  To ensure equitable access to technology through the provision of adequate resources (hardware, software, training support and maintenance).  All students and instructional areas will have access to the Internet, e-mail and tools needed to present, transmit and receive information easily and conveniently. 

Goal 2: Teachers will become proficient with the use of the Internet and its integration into the curriculum, so that students may increase their skills in accessing, evaluating and synthesizing information. 

Goal 3: Teachers will increase their knowledge and use of appropriate applications of Information technology in K-6 education. 

Year 2 Action Steps: Goal 2
1.  Continue to contract services of educational mentor/technology integration specialist for .10 FTE (1/2 day per week) from August 2000-May 2001 to work with teachers in planning, implementing and assessing technology integration into standards based curriculum units, with specific focus on Internet. 

Year 2 Action Steps: Goal 3
1.  Continue to contract services of mentor to work directly with students and teachers in classrooms to demonstrate and facilitate info. tech standards-based units.
2.  Continue one-on-one planning time with mentor.
3.  Continue to build software collections in core content areas: mathematics, science, social studies, language arts. 

Year 1 professional development activities have included the following: 

Fall 1999:  Part of two staff meetings were devoted to the review and discussion of ANESU's newly developed Information Skills Resource Guide and the LCS Computer Skills lists that relate to assessment of students and integration of technology components into curriculum units. Teachers have been asked for input regarding the development and modifications of both of these planning/implementation/assessment guides.  Teachers and the Technology Integration Specialist have met at least once to utilize the guides in planning curriculum units that integrate technology. 

Fall 1999: One in-service/teacher planning day was devoted to the integration of technology.  In the morning, teachers shared examples of how their students were using software and the Internet.  They described what they thought was working well and they shared what they perceived to be the challenges of technology integration.  They also listed their needs for specific supports in overcoming these challenges.  This plenary meeting was followed up by grade level planning sessions between classroom teachers and the Technology Integration Specialist.  Teachers reviewed the grade level "Computer Skills' lists and the Information Skills Resource Guide in order to map out a yearly implementation plan.  Each class developed at least one unit involving technology as "evidence", with an accompanying assessment piece.  To this date, the "map" is being followed and every class has completed or is in the process of completing the unit that was collaboratively planned. 

The addition of a .10 Technology Integration Specialist/Mentor, and the above mentioned professional development activities, has heightened the consciousness of teachers as to the importance of planning standards based units that incorporate technology.  Teachers have utilized this resource through collaborative planning and through delineation of who will assume what roles in implementing the joint plans. This requires frequent "checking in" and assistance by the Technology Integration Specialist.  Teachers have assumed more of an active role in the implementation of the "technology" piece of a unit, but the role of follow-through is still falling most heavily on the Technology Integration Specialist and the students!  Students rapidly and eagerly learn skills that utilize technology, but the classroom teachers are not always available for the hands on scanning, importing of jpeg files, sending e-mail with attachments, etc.  Teachers still need professional development in some of the mechanics of digital photography, scanning and assembling multimedia presentations. 

The indicators of both observation and an "Integration of Technology" survey have demonstrated an increase in activities that employ various software, peripherals and the Internet for their completion.  (Digital camera and scanning use has at least doubled this year, as Grades 1, 3, 4, 5 and 6 have all done projects requiring their use.  5th and 6th graders are daily going to other classrooms to use computers, because there aren't enough workstations in their classrooms to meet the demand).  The effort to provide web links on the LCS Home Page has paid off by all classes visiting these links for research purposes.  Teachers and the Technology Integration Specialist regularly communicate about these links in order to maintain their currency and use.  This is confirmed through observation, through student notes and bibliographic references.  In the "Integration of Technology" survey, teachers reported an increase of personal use of the Internet for planning/research purposes as well as a desire to increase student use of the Internet for research, web quests and e-mail correspondence.  The restraining component of greater Internet use is not teacher comfort/level of competency, but the slowness of our one shared dial-up connection. 

Overall, the inclusion of information technology skills into the school's action plan, social studies, math and language arts curriculum, represents a significantly increased level of awareness and integration.  Standards 1.18 and 1.19 will be assessed much more consistently due to the collaborative work of the Technology Integration Specialist and classroom teachers.  This is already indicated by assessments of students computer skills utilizing newly developed Computer Skills checklists and by the "Integration of Technology" survey responses from teachers that outlined their vision for future curriculum units and uses of the Internet, e-mail, peripherals and CD-ROM resources.  Professional development is still needed for some specific skill development, but we have made great strides towards embracing the importance of integrating technology into daily classroom activities.  Students at Lincoln Community School are highly motivated to use computers for gathering information and for communicating/presenting what they have learned.  Teachers are noticing this and are responding with increased opportunities.

Late Summer 2000 :  Review of District Information Skills Resource Guide and Computer Skills Checklist (Faculty Meetings).  All classroom teachers will collaborate with Mentor/Technology Integration Specialist to plan units for the year that can be used for instruction and assessment purposes.

Fall 2000: Presentation Tools  (Offered by School Staff : in-service and ongoing)Each teacher will be offered training in constructing a multimedia presentation appropriate to her grade level assignment (using either KidPix, Claris slideshow, PowerPoint, Hyperstudio).  This will include creating pages that combine text, graphics, sound and imported digital images and video clips.  In addition each teacher will have the opportunity to learn how to use the scanner, digital camera and LCD panel to enhance computer presentations.  All staff will be informed of district workshops and graduate course offerings that pertain to multimedia presentation tools.All classroom teachers will collaborate with Mentor/Technology Integration Specialist and/or librarian to plan units that integrate multimedia presentations.  These will each have an assessment component.

Fall 2000 :  Software Collection Review  (Faculty meeting : Mentor facilitates, Peer Exchange of ideas)Teachers will explore our school collection of reference and simulation software.  The focus will be on integrating appropriate software with present and subsequent units of study.  Teachers will evaluate software for each other and gives exemplars for unit integration when applicable (based on their prior use/experience with specific software).  Teachers will brainstorm with each other and mentor, possible applications in the daily classroom learning environment.All staff will be informed of district workshops and graduate course offerings that pertain to software exploration and application.All classroom teachers will collaborate with Mentor/Technology Integration Specialist and/or librarian to plan units that integrate reference and simulation software.  These will each have an assessment component.
 

Spring 2001 : Telecommunications  (Offered by School Staff : in-service and ongoing)Each teacher will be given assistance in completing a search on the World Wide Web related to a classroom unit of study and in downloading relevant information from the Internet.  Teachers will be shown how to organize bookmarks, how to use Netscape and get an overview of search engines.  They will discuss responsible use of the Internet, evaluation of content, copyright and proper citations.  Interested teachers will also have the opportunity to learn Web Page Design (through district workshops and courses) and will gain assistance in uploading classroom pages to the Internet.All classroom teachers will collaborate with Mentor/Technology Integration Specialist and/or librarian to plan units that integrate telecommunications (e-mail, Internet searches, Web Quests, Tele-Collaborative projects).  These will each have an assessment component.Teachers will meet with mentor to evaluate past year, set personal goals for professional development in Information Technology Skills.

Ongoing  :  District workshops in Claris, Microsoft Office, Desktop Publishing, Databases, Spreadsheets, Slide shows, Presentations.  All staff will be encouraged to attend training, set goals and monitor own skill development according to Technology Competencies Survey and "basic, intermediate and advanced skill attainment" outlined on p. 24 of the LCS Technology Plan.Mentor/librarian/Peer always available to schedule one-on-one planning time and assistance.

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