The Ohana foundation, a nonprofit organization from Hawaii, that’s goal is to help provide technology learning opportunities for all students, highlights four school districts for Technology and Education Leadership Awards in the article “Lessons Learned: An Inside Look at Four of the Top Technology School Districts in the Nation.”  According to the author, Philip Bossert, the foundation hired the Center for Information and Communication Sciences at Ball State University in Indiana to carry out a study of U.S. schools. 

 

After interviewing teachers and experts from all fifty states, the researchers chose three districts from each of the states who best integrated technology.  Following additional interviews and assessments the finalists were narrowed to fifty, then twelve and finally four.  Requirement for the finalist included showing that they integrate various tools of technology such as, video, audio, distance learning, and digital technologies.  The author stressed that “each district display leadership qualities by demonstrating the willingness to take risks.”   And lastly they needed to show that professional development was necessary for successful integration.

 

The first finalist mentioned in the article was the Wilson County School District from Eastern North Carolina.  A few of the noteworthy actions of this district include; summer technology integration projects, where teachers develop lessons that are based in technology that meet the state standards (these lessons are available to all on the Network and CDs); all classrooms have 2 PCs and 81 percent have Internet access; and the district provides free at-home dial up Internet service for all staff (Bossert, 2004).

 

The most impressive features of the Wilson Technology Integration Plan are Project TEST (Technology Empowering Students and Teachers) and the professional development outline.  The TEST was set up to help improve language arts skills.  Through this program students receive 25 hours of training and have access to laptops, digital cameras, projectors, and CDs.  These students act as mentors to other students and assist teachers with technology projects.  In terms of professional development the Wilson district has provided 100,000 hours for its staff of 1,600 and holds Summer Technology Conferences each year with courses for all skill levels (Bossert, 2004).

 

The second district chosen was the Central Columbus School District of Bloomsburg, Pa.  The author explains that this district began mapping out its technology plan in 1994 which has helped it progress (Bossert 2004).  Through federal grant money the district was able to acquire Picture Tel equipment, TV studios, equipment for video conferencing and distance learning.  The district is also partnerships with Bloomsburg University and the Pennsylvania College of Technology which allows students advanced curricular opportunities in mathematics and foreign languages. 

 

The staff development program is cited for its help in the success of technology integration.  Each teacher has an Individual Education Program for technology which helps them map out a plan for future learning.   The district also offers mini-courses held after school to help teacher meet their personal goals. 

The third district mentioned is the Anaconda School District of Montana, a small town in the Rocky Mountains.  The goal of the district, according to Kim Buryanek, was to provide students with diverse technological tools to help them acquire information.  She states that the students are now technologically literate and have marketable skills.  Significant accomplishments to note include: a 3-1 student to computer ratio; all teachers have a computer for grading and management activities; fiber optic connections at the middle and high school allow them to share application, Internet and video conferencing; and a program called Cisco Network Academy, which will give the students the opportunity to become certified as highly trained information technology workers.

 

The last finalist mentioned was the Beaufort County School district in South Carolina.  The district began a program called Learning with Laptops, whose goal was to provide laptop computers for all middle school students interested in the program.  To help needy students the school system created a nonprofit organization called The Schoolbook Foundation.  With the help of this organization over fifty percent of the students who come from families with a low income received laptop computers.  Another important aspect of Beaufort’s success was the implementation of their “multiphase” plan for technology integration (Bossert, 2004).  Phase I is to complete a teachers’ technology literacy assessment and then develop an improvement plan.  Phase II includes staff development.  During phase III the school community outlines how it will use the technology in the classrooms.

 

This article fit well with Standard VII because it discusses the plans, policies, and professional development ideas of four districts that have embraced the use of technology within their schools.  I think that studying models of schools already implementing technology successful is a good place for all technology facilitators to start.  Each district had unique plan for implementing technology, although two points, planning and professional development, were recurring throughout the study article.  These are two themes that have also been recurring throughout the discussions this summer.  It was great to see the progress that is already being made by some districts.  I think that through studies like this one and sharing ideas that work we can make even more progress in the direction of technology integration.

 

Bossert, P. (2001). Lessons Learned: An Inside Look at Four of the Top Technology   School District in the Nation. THE Journal 29, 4.