March 2008 — News
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Technology Immersion Turns Around Texas Middle School
Through the grant, all Baker students and teachers received laptops. To bring teachers into the technology fold quickly, the district contracted with Pearson Education to use Pearson Achievement Solutions, a professional learning program that focuses on expanding district and school improvement efforts, optimizing decision-making, enhancing instruction and maximizing personal growth.
Staff Development
According to Principal Darla Reid, Pearson instructors and the Baker staff developer worked together to develop and conduct professional development workshops for teachers. Workshop topics focused on a wide range of technology skills, including notebook computers, productivity tools, e-mail, online instructional resources, academic search engines, and online assessment tools. The workshops were specifically geared to build teachers' skills gradually as their comfort with technology increased.
Because the school had so little technology in place before the grant, according to Sally Lewis, a staff developer and Title I program instructional facilitator at Baker at the time, "the use of technology was new to many teachers.... Teachers were excited when they heard about the TIP grant, but there was anxiety, too." On top of that, Lewis herself wasn't a technology powerhouse in any sense. But instead of a minus, that ended up being a plus. Because she learned right along with teachers, Lewis said, she was a good model for teachers. Lewis, who is no longer with Baker, said that teachers appreciated working with someone who clearly understood their challenges and concerns with technology.
Teachers have learned how to integrate their new technology tools into daily teaching and learning and to address the Texas Essential Knowledge and Skills (TEKS), state-mandated curriculum guidelines that established what every Texas student at any level should know.
For example, classes can use an academic search engine to located resources that support the school's curriculum. Teachers post homework assignments, projects and events online, and communicate with both students and parents via e-mail. In United States history classes, students access teacher notes and resources online. In math, teachers post a "problem of the day" and a "problem solving strategy of the week" on Baker's home page.
A big part of what made the program a quick and thorough success, Reid said, was the staff development element, which, she stressed, is essential. Part of the teachers' success points back to the contribution of the Pearson consultant, Reid noted. "She was very collaborative, knowledgeable. She understood the TEKs, and she was very teacher-friendly." That last element was important; the consultant moved slowly when needed and differentiated between teachers at different levels of learning. The Pearson trainer also coordinated closely with Baker's staff developer.
Looking back, the teacher training element was--and continues to be--essential to Baker's success, Reid stressed. "That's why we were able to integrate [the technology] as quickly as we did. Teachers felt comfortable and successful.... Now, they wouldn't know what to do without it."
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About the author: Linda L. Briggs is a freelance writer based in San Diego, CA.
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