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Education
Technology Beginning in 1986, I worked as a
science and technology teacher in our small community high school. At first,
I taught one "computer class" on a few Apple II computers. Soon my interest
in using technology for learning blossomed into the acquisition of more
computers, including the creation of a networked laboratory of Apple IIgs
computers. During our transition into MS-DOS, my students won recognition
for learning how to create interactive computer-based training programs
using QUEST multimedia computer programming software. As more interest in computer-based learning developed, and grants
to purchase computer technology increased, our school district applied for
and received grant money to acquire Windows-based computers and a Novell
network to connect them all. Then a major grant initiative by the Albertson
Foundation gave $250,000 to each Idaho school district. Since our rural
school district was very small, we were able to create multimedia
teaching stations in every classroom, Kindergarten through the 12th
Grade.
Each multimedia teaching station was equipped with a
multimedia computer, which was connected to the school's Novell network, the
Internet, a color printer, a ceiling mounted multimedia projector, and an
interactive
SmartBoard at the front of the classroom. A goose-necked camera
was attached to the computer, giving the teacher the ability to focus the
camera on a classroom demonstration or document and project its image onto
the SmartBoard at the front of the classroom for all to see. Each teacher
was given a digital camera as part of the teaching package. Teachers could
stand at the front of their students, project the classroom computer's
screen onto the SmartBoard, and control the computer by touching the
SmartBoard with their finger. They could project computer software screens
to help teach concepts and even access the Internet directly for all to see.
The classroom multimedia projectors were also connected to cable TV. It was
a memory we will never forget when most of the high school students and
faculty crowded into one classroom to watch a big-screen projection of the
terrorist attack on the Twin Towers as it was being broadcast live on that
fateful day of September 11, 2002.
One of the biggest challenges was to teach teachers how to
use all this new technology and how to integrate it into their classroom
routines. We accepted the challenge and resolved to have all teachers and
administrators achieve their state computer competency certification within
one year. We were pleased to be the first school district in the State of
Idaho to have all teachers and administrators earn their certificate. Many
of the non-teaching staff also earned their computer competency
certificates. We developed a schedule of faculty training that took a topic
per month (e.g. word processing, spreadsheet, PowerPoint, etc.). In addition
to regular inservice sessions, the Superintendent gave me a portion of
weekly morning staff meetings to use a SmartBoard to demonstrate some aspect
of the multimedia teaching stations that each teacher had in his or her
classroom. Some teachers aggressively experimented with integrating their
multimedia tools into their curriculum. Others were timid, even computer
phobic. To encourage everyone, we held monthly "Chat, Chew and Cheer"
sessions after school. In an informal setting, teachers would "chew" on
refreshments, chat about successes they were having as they used the
multimedia technologies in their classrooms, and cheer each other as awards
were passed out for notable achievements with teaching technologies.
We even explored the promise of distance education. At first we tried using
satellite-based distance learning, but we discovered it to be expensive and
hard to synchronize with the regular school day schedule. Expenses came from
extra tuition costs for each enrolled student, which were charged by the
distance learning provider ("STEP Star Schools"), from supplies required for the
classes, and from the cost of hiring classroom facilitators. At first we
thought distance learning would save the cost of a skilled teacher's salary.
We soon learned that we had to have an attentive adult in the distance
learning classroom to keep high school students on task. We also learned
that the adult needed to have some level of competency in the subject area
to be effective as a classroom facilitator. The anticipated financial
savings did not materialize. Further complicating this type of distance
learning was the awkwardness of trying to mesh the distance learning class
schedule with the school day. Never did the time schedule of distance
learning class fit the school day schedule. We tried to accommodate
misalignments, but when the class started 15 minutes or a half hour before
or after the school period bell rang, it was awkward. Even the school year
start and end dates, holidays, and vacations didn't match up. After a couple
of years we abandoned this style of distance learning. We had more success
with distance learning that was individual student based and asynchronous,
so it could be used whenever the student was available. None-the-less, we
found that high school students needed adult supervision to keep them on
task. We found that computer technology greatly facilitated
education, but it took some adjustment for teachers to take advantage of it.
For example, students adapted well to the use of word processing to prepare
their written classroom report assignments. At first teachers were concerned
that spell checkers would inhibit learning of proper spelling. Then it
seemed to help students when the computer would underline a misspelled word
in red, prompting them to figure out the correct spelling. Using copy and
paste to extract encyclopedia text into a written report seemed to be a
problem at first. Then it provided an easy way to teach students how to use
quotes and the automated text citation features of their word processing
software to avoid appearance of plagiarism. Soon teachers realized that
presentation software, such as PowerPoint, provided a powerful new way for
students to prepare classroom reports. Especially in our multimedia
classrooms, it was easy for students to share their multimedia research
reports by projecting their PowerPoint presentations onto the classroom
SmartBoard. Such presentations had multiple benefits: the presenting student
learned presentation skills, he or she got praise for his or her work, and
the other students in the classroom learned from the presentation and
classroom discussions afterward. [Top]
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