Journal #5 KM - (Extra Credit) - Extreme Makeover: School Edition - NETS-T 5c for all journals - NETS-T 4b (article focus)

Camhi, S.L, (2010). Extreme makeover: school edition. Learning & Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg14

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 4b - PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

This article focused on updating existing technology in a school. Since money was limited, the school had to address the diverse needs of all learners in the school and purchase technology that would benefit the most students. Based on the needs of the various grade levels in the school, equitable access to the new technology was made available.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article talks about how the Glen Cove School District in New York transformed their school technologically, which resulted in improved test scores. The district had restrictions forced upon them, like the halt on the purchase of new equipment, due to failed budgets. Their most recent computers were almost ten years old. The state test scores for this district were extremely low. It was time to overall the district. So when new leadership took over, they decided a makeover was in order. They chose to differentiate instruction according to ability and interest. They thought it was important to utilize technology to inspire learning. Somehow they needed to make technology readily available to their students. Due to their strict budget, they had to be very specific about how they doled out their limited resources, and they had to get the most bang out of their technological buck. They wanted to incorporate technology that would stimulate critical thinking and be a vessel for problem solving. The new directors of the district chose not to distribute technology by grade level. Instead they distributed it based on its appropriateness for the particular curricular environment as well as the interest of the students. For example, different science classrooms might have very different types of technology present in each room. They also decided to make technology available to teachers that were trained in its use. They also incorporated a new teacher technology program where one year of the first three years of a teacher's employment would be spent learning how to use and integrate technology in their classroom curriculum. In the course of three years, this school district has been technologically transformed resulting in the increase of language arts scores, math scores, and teacher morale and interest.

Question #1: Is the increase in test scores due to the implementation of the new technology in the district, or is it due to the increase in the teacher morale?

It is often hard to pinpoint the exact cause for a marked increase in test scores. Surely the new technology would directly have a huge impact. The school lacked the ability to use the Internet before the technological overhaul due to broken computers. This limited the number of resources available for students to use for classroom work that might include writing reports and finding information for projects. With the addition of the new technology, new educational doors would be opened to students. This increase in the number of opportunities to gain knowledge for classwork would certainly inspire students to strive to achieve their academic potential. However, teachers themselves also have a huge impact on student achievement. The newly found excitement over the addition of this new technology from the perspective of the educators in this district no doubt also had a tremendous impact in the increase of the test scores. These teachers found new energy and new drive based on the advent of the technology that had been made available to them. Teachers inspire students, and their new found enthusiasm would surely have inspired many students to reach for the stars. So, I think the increase in the test scores was due to both the added technology and the inspiration from the teachers.

Question #2: Would you implement a similar system of incorporating technological training that the Glen Cove School District uses into the requirement for new employees during their first three years at your school site?

If I was an administrator, I would definitely incorporate a technological training program into the first three years of my new hires at my school site. Technology is the wave of the future, and we need educators who are enthusiastic about incorporating it into their curriculum. However, I would go a step further and implement a periodic technological training program for all teachers at my site. Old teachers and new teachers need to learn about the power of technology and how it can assist them in teaching the standards to their students.