August 2005 — Exclusive
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A Second Look at the Nature of Technology in the Classroom
Adler soon joins us, explaining that her teacher team had to deal with several first-week-of-school matters. A smile fills her face when I ask her to describe the program and its results. Pride shows as she reports the growth in fourth- and sixth-grade math scores between 2003-2004. Math and reading were the program's areas of special emphasis.
In fourth grade, math passage rates went from 15 percent in 2003 to 62 percent in 2004 - a fourfold increase. At sixth grade, the passage rates went from 14 percent to 44 percent-more than a threefold increase. Reading passage rates climbed 55 percent at fourth grade and 70 percent at sixth grade. Schoolwide, math passage rates increased 40 percent and reading rates increased 52 percent.
This was no accident. So, what made the difference? 'It was a lot of things,' according to Adler. Hardware was one: 'My three old Macs couldn't do what our powerful new computer can. The hardware and software are important reasons, but not the only ones.' She then g'es on to tell me how technology was harnessed to support the school's improvement effort. It was not used for its own sake, but focused on strategic goals that were shared by the entire school community.
What she says ech'es the visionary language of the school reform movement. But I sense that at Henderson such language has been translated to action-the vision made real in the hard reality of the classroom.
I ask what elements of reform have driven their effort, and Adler quickly ticks off three: 'better alignment to standards,' 'a commitment to data-driven instruction,' and the use of 'differentiated instruction,' all made possible by technology. As Adler speaks, the fifth-grade teacher whose room we have borrowed walks in. He stands, listens, and nods in agreement.
Adler and Jacobson tell me that the state selected the materials for the program: computer-based reading and math software for grades K-6, a Web-based utility for analyzing and reporting student performance data and for correlating lesson plans to state standards, and a structured online program that nurtures technology skills through curricular content.
'We had intensive professional development,' Jacobson interjects. 'At least eight days for every teacher. The trainer, who came from the software distributor, connected to the teachers and really modeled how to use the technology.'
Adler adds, 'I didn't hear a word of complaint from any teacher,' as Jacobson and the fifth-grade teacher nod assent.
'Why the acceptance?' I wonder aloud, knowing how professional development programs, and especially technology-focused programs, are so often received.
'After three years in academic emergency, we were struggling and willing to do new things,' Adler explains. 'The old ways were just not working. I didn't hear teachers saying, 'I've been doing this for 20 years and I am not changing.' We knew we had to change.'
Fortunately, the EETT grant provided the tools for change. Adler and the fifth-grade teacher who joined our discussion tell how they strengthened their instruction by correlating computer and textbook lessons. One enriched the other, and all lessons were aligned to standards, which helped them focus their energies and those of their students.
