Technology Integration in the Classroom - University of …€¦ · · 2014-01-13Technology Integration in the Classroom ... district-wide and school-specific technology integration

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Technology Integration in the Classroom In this report, Hanover Research explores the link between classroom technologies and 21st Century Skills development by examining the importance of technology use, the unique capabilities of information and communication technologies (ICT) to enhance student learning, the relationship with college readiness, and examples of how new multimedia technologies can be used to support both the core subjects and development of soft skills critical for success in the 21st Century environment. The report also contains profiles of five peer school districts which are utilizing technology as a tool for teaching 21st Century Skills.

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DISTRICT ADMINISTRATION PRACTICE

© 2010 Hanover Research – District Administration Practice

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Overview

Most educators recognize the value of 21st Century Skill learning and are eager to embrace 21st Century teaching methods, focus, and technological initiatives. Integrating technology and 21st Century skills into the classroom prepares students for both the modern workforce and higher education environment. Although discussions of 21st Century learning are ubiquitous, many policymakers, school administrators, and faculty members have difficulty in pinpointing exactly what 21st Century Skills mean and how they can be implemented in a classroom. In this report, Hanover Research explores the role of classroom technologies in 21st Century Skills development. The report is organized into five major sections, as follows:

The Skills, Behaviors, and Learning Outcomes Required for the 21st Century Student: The opening section presents a brief introduction to the changing U.S. economy and subsequent demand for 21st Century Skills development. This section further defines the specific skills needed for success in the 21st Century environment as outlined by the Partnership for 21st Century Skills.

Objectives of Teaching 21st Century Skills: The second section provides an outline of the student outcomes districts should seek to attain in their integration of technology in learning environments. The section discusses the relationship between 21st Century Skill objectives and technology.

The Role of Classroom Technologies in 21st Century Skills Development: The third section explores the link between classroom technologies and 21st Century Skills development, examining the importance of technology use, the unique capabilities of information and communication technologies (ICT) to enhance student learning, and examples of how new multimedia technologies can be used to support both the core subjects and development of soft skills.

The Role of Technological Integration in Developing College Readiness: The fourth section explores the relationship between integrating technology in the classroom and preparing students for college. This section addresses the redefinition of college readiness to expand it beyond completing an academic college preparatory curriculum to incorporating education on skills such as online scholarship, independent research, and peer review.

District Profiles Demonstrating Technology Integration: The final section presents profiles of five districts with demographic and geographic

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characteristic similar to XYZ School District. These districts have established district-wide and school-specific technology integration programs which promote their overall 21st Century Skills initiatives. The profiles present information on which technologies the school or district uses, how these enhance skills development, and how they prepare students for college. The five profiled schools and districts are:

o Galena Park Independent School District (Galena Park, TX) o Phoenix Union High School District (Phoenix, AZ) o Colton Joint Unified (Colton, CA) o Miami-Dade County Schools (Miami, FL) o Santa Fe Public Schools (Santa Fe, NM)

Key Findings The five sections of this report evince the following key findings:

Beyond mastery of content in the core subjects—for example, language arts, mathematics, and science—21st Century students should acquire a unique skill set which will allow them to succeed in today‘s environment of ubiquitous technology and constant information access.

According to the Partnership for 21st Century Skills, students should understand interdisciplinary themes, such as global awareness and financial, civic, and health literacy. Furthermore, students must acquire learning and innovation skills; information, media, and technology skills; and life and career skills.

While 21st Century Skills represent much more than technological fluency, evolving classroom technologies represent a critical tool for teaching these skills. New technologies enable students of diverse backgrounds, abilities, and learning styles to engage ideas in ways not possible with traditional textbooks and classroom materials.

New technologies carry unique capabilities to enhance student learning, whether by uniting students in virtual ―communities-of-practice,‖ immersing students in problem-solving activities in ―real-world‖ settings, or allowing students to create and manipulate visual representations of course concepts, among other activities.

The use of classroom technologies increases the frequency of relevant and intellectually stimulating class experiences, which better engage today‘s ―digital natives‖ and increase learning.

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Many schools and school districts have found new and innovative ways to use technology in the classroom to help students build 21st Century Skills. Schools with successful 21st Century Skills initiatives have typically combined sophisticated technology programs with clear strategic goals, innovative curricula, and explicit commitment to 21st Century Skills in the school environment.

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The Skills, Behaviors, and Learning Outcomes Required for the 21st Century Student

When considering the skills and learning outcomes that students will need in the 21st century, it is vital to consider the changing economic landscape of the United States. In the last several decades, the service economy in the United States has expanded by leaps and bounds. Indeed, as of 1967, the United States economy was in a large part manufacturing-based. In that year, ―The production of material goods and delivery of material services accounted for nearly 54 percent of the country‘s economic output.‖1 However, thirty years later:

The production of information products (such as computers, books, televisions and software) and the provision of information services (such as telecommunications, financial and broadcast services, and education) accounted for 63 percent of the country‘s output.2

Information services alone grew from 36 percent of the U.S. economy to 56 percent of the U.S. economy during this thirty year period.3 In 1991, for the first time, U.S. spending on information technology ($112 billion) surpassed spending on production technology ($107 billion).4 Other statistics highlight the shifting emphasis of the United States economy. Between 1995 and 2005, the United States economy lost three million manufacturing jobs while creating 17 million jobs in the service sector.5 Many of the faster growing jobs in the United States will require at least some college education. Indeed:

The U.S. Bureau of Labor Statistics identifies 271 jobs with high-growth potential over the next 10 years; 71 are likely to increase by 20 percent or more during this period. All of these jobs require at least some college education; most require one or more college degrees.6

However, many Americans, even those that attend college, are not adequately prepared by their schooling. Proficiency skills of American college graduates in certain areas are declining. According to the National Assessment of Adult Literacy:

The percentage of college graduates deemed ―proficient‖ in prose literacy has declined from 40 percent to 31 percent in the past decade. A survey by the American Institutes for Research shows that more than 75 percent of students at two-year colleges and more than 50 percent of students at four-

1 21st Century Skills, Education & Competitiveness A Resource and Policy Guide. Partnership for 21st Century Skills. http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf 2 Ibid., pp. 4. 3 Ibid., pp. 4. 4 Ibid., pp. 4. 5 Ibid., pp. 5. 6 Ibid., pp. 8.

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year colleges lack the skills to perform complex literacy tasks, such as comparing credit card offers with different interest rates or summarizing the arguments of newspaper editorials.7

What skill sets and learning outcomes, then, do modern students require? The Partnership for 21st Century Skills, which describes itself as ―the leading advocacy organization focused on infusing 21st century skills into education,‖8 has identified ―21st century skills that are the indispensible currency for participation, achievement and competitiveness in the global economy.‖9 The Partnership for 21st Century Skills notes that:

…beyond the assessment of reading, mathematics and science, the United States does not assess other essential skills that are in demand in the 21st century. All Americans, not just an elite few, need 21st century skills that will increase their marketability, employability and readiness for citizenship.10

These skills are outlined below:

―Thinking critically and making judgments about the barrage of information that comes their way every day—on the Web, in the media, in homes, workplaces and everywhere else. Critical thinking empowers Americans to assess the credibility, accuracy and value of information, analyze and evaluate information, make reasoned decisions and take purposeful action.‖

―Solving complex, multidisciplinary, open-ended problems that all workers, in every kind of workplace, encounter routinely. The challenges workers face don‘t come in a multiple-choice format and typically don‘t have a single right answer. Nor can they be neatly categorized as ‗math problems,‘ for example, or passed off to someone at a higher pay grade. Businesses expect employees at all levels to identify problems, think through solutions and alternatives, and explore new options if their approaches don‘t pan out. Often, this work involves groups of people with different knowledge and skills who, collectively, add value to their organizations.‖

―Creativity and entrepreneurial thinking—a skill set highly associated with job creation (Pink 2005, Robinson 2006, Sternberg 1996). Many of the fastest-growing jobs and emerging industries rely on workers‘ creative capacity—the ability to think unconventionally, question the herd, imagine new scenarios and produce astonishing work. Likewise, Americans can create jobs for

7 Knowledge and Skills. The Lumina Foundation for Education. http://www.luminafoundation.org/our_work/student_success/knowledge_and_skills.html. 8 FAQ. The Partnership for 21st Century Skills. http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=195&Itemid=183. 9 21st Century Skills, Education & Competitiveness A Resource and Policy Guide. Op cit, pp. 12. 10 Ibid.

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themselves and others with an entrepreneurial mindset—the ability to recognize and act on opportunities and the willingness to embrace risk and responsibility, for example.‖

―Communicating and collaborating with teams of people across cultural, geographic and language boundaries—a necessity in diverse and multinational workplaces and communities. Mutually beneficial relationships are a central undercurrent to accomplishments in businesses and it‘s not only top managers who represent companies anymore. All Americans must be skilled at interacting competently and respectfully with others.‖

―Making innovative use of knowledge, information and opportunities to create new services, processes and products. The global marketplace rewards organizations that rapidly and routinely find better ways of doing things. Companies want workers who can contribute in this environment.‖

―Taking charge of financial, health and civic responsibilities and making wise choices. From deciding how to invest their savings to choosing a health care plan, Americans need more specialized skills—simply because the options are increasingly complex and the consequences of poor decisions could be dire.‖11

But the set of skills Americans need to ―increase their marketability, employability and readiness for citizenship‖12 are not solely relegated to those discussed above.

11 Ibid. 12 Ibid.

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Objectives of Teaching 21st Century Skills

The Partnership for 21st Century Skills describes the learning outcomes that 21st Century Skills education is designed to achieve. The Partnership notes that:

21st century skills represent the necessary student outcomes for the 21st century, i.e. students need to obtain Learning and Innovation Skills (creativity and innovation, critical thinking and problem solving, etc.), Information, Media and Technology Skills, Core Subjects and 21st Century Themes (global awareness, financial literacy, etc.) and Life and Career Skills (initiative and self-direction, among others).13

These Core Subjects and 21st Century Themes and Learning and Innovation Skills, as defined by the Partnership for 21st Century Skills, are outlined below. Core Subjects and 21st Century Themes – Mastery of core subjects and 21st century themes is

essential for students in the 21st century. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. [The Partnership believes] schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into [the following] core

subjects:14

Global awareness

Financial, economic, business, and entrepreneurial literacy

Civic literacy

Health literacy

Learning and Innovation Skills – [The following] Learning and innovation skills are what

separate students who are prepared for increasingly complex life and work environments in

the 21st century and those who are not.15

Creativity and innovation

Critical thinking and problem solving

Communication and collaboration

Information, Media, and Technology Skills – People in the 21st century live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills, [as follows]:16

13 ―Framework for 21st Century Learning.‖ Partnership for 21st Century Skills. December, 2009. pp. 1. http://www.p21.org/documents/P21_Framework.pdf 14 Ibid. pp. 2. 15 Ibid. 16 Ibid.

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Information literacy

Media Literacy

ICT (Information, Communications, and Technology) Literacy

Life and Career Skills – Today‘s life and work environments require far more than thinking

skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, [such as]:17

Flexibility and adaptability

Initiative and self-direction

Social and cross-cultural skills

Productivity and accountability

Leadership and responsibility Many of these student outcomes are either directly related to the use of technology or arise from its use. In fact, the George Lucas Educational Foundation strongly contends that promoting the use of technology in the classroom contributes to the development of students‘ 21st Century Skills.18 The Foundation suggests that technology engages students in the learning process, promoting ―higher-order thinking, analysis, and problem solving.‖ To this effect, the integration of technology in education has significant repercussions in supporting students‘ achievement towards learning objectives:

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports

curricular goals.19 Furthermore, in the context of education, technology has a multiplicity of uses. Educause, a non-profit association that promotes the use of information technology in higher education, notes that instructional technologies ―are not single technologies but complex combinations of hardware and software that support teaching and learning activities.‖20 Popular instructional technologies may include, but are by no means limited to: course management systems, content management, curricular software, digital video, electronic portfolios, electronic whiteboards, games and

17 Ibid. 18 ―Why do we need technology integration?‖ Edutopia. http://www.edutopia.org/teaching-module-technology-integration-why 19 ―Why Integrate Technology into the Curriculum?: The Reasons Are Many.‖ Edutopia. March 16, 2008. http://www.edutopia.org/technology-integration-introduction 20 ―Instructional technologies – 601 Resources.‖ Educause. http://www.educause.edu/Resources/Browse/InstructionalTechnologies/25452

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gaming, instructional and learning management systems, multimedia applications, social software, student/classroom response systems, and videoconferencing.21 Given the vast array of technological tools used in the classroom, this report‘s analyses focus on interactive learning strategies, such as online learning activities; Web-based, multimedia resources; and commercial software.

21 Ibid.

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The Role of Classroom Technologies in 21st Century Skills Development

According to a poll conducted on behalf of the Partnership for 21st Century Skills in 2007, most respondents agree that the types of skills students need to be successful in today‘s economy are different from the types of skills needed twenty years prior. In fact, 80% of voters agreed with this statement, while the overwhelming majority (99%) agreed that teaching 21st Century Skills is important for the economic success of the U.S. While the poll suggests there is little argument as to the importance of 21st Century Skills, much more work will be required for educators to clarify what these skills should be and how they should be taught in public school classrooms.22 The literature suggests that technology is one of the most important ―tools‖ educators have to help students develop 21st Century Skills. New technologies enable students of diverse backgrounds, abilities, and learning styles to engage ideas in ways not possible with traditional textbooks and classroom materials. While audio and video technologies may be used to supplement written materials, more innovative uses also ask students to use technologies such as multimedia applications to express themselves and communicate their mastery of the content. A 2002 report prepared by the Partnership for 21st Century Skills and sponsored by the U.S. Department of Education—Learning for the 21st Century: A report and MILE Guide for 21st Century Skills—describes the prevalence of information and communication technologies (ICT) in the modern workplace and the clear need for students to develop proficiency with these tools during their K-12 education and beyond. According to the report, students need to learn how to use 21st Century tools, including computers and audio, video, and multimedia tools, ―beginning in elementary school to take full advantage of the vast array of research and multimedia resources, digital content and communications options available to them.‖23 The report describes the benefits of technology in the classroom as follows:

Today, technology makes it possible to bring the world into the classroom and to get students out into the world with ‗virtual‘ outreach and excursions into the physical world. Technology also makes it possible to change the dynamic between students and teachers, allowing students to pursue topics in depth and, at times, become experts in charge of their own learning.24

The report calls on educators to combine learning skills, 21st Century technologies, and core subjects to create a vibrant curriculum that will better prepare students to compete in the information economy. The Partnership for 21st Century Skills defines

22 Regan, B. ―Why We Need to Teach 21st Century Skills—And How to Do It.‖ MultiMedia & Internet@Schools, Vol. 15, Issue 4, July/August, 2008. 23 ―Learning for the 21st Century: A Report and MILE Guide for 21st Century Skills.‖ Prepared by the Partnership for 21st Century Skills. 2002. pp. 11. 24 Ibid., pp. 12.

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―ICT literacy‖ as the combination of learning skills, such as effective communication or interpersonal skills, with 21st Century technologies (see ICT Literacy Framework below).25

ICT Literacy Framework of the Partnership for 21st Century Skills

Learning Skills + 21st Century Tools = ICT Literacy

Thinking and problem-solving skills

Problem-solving tools (such as spreadsheets, decision support,

design tools)

Using ICT to manage complexity, solve problems and

think critically, creatively and systematically

Information and communication skills

Communication, information processing and research tools (such as word processing, e-

mail, groupware, presentation, Web development, Internet

search tools)

Using ICT to access, manage, integrate, evaluate, create and

communicate information

Interpersonal and self-direction skills

Personal development and productivity tools (such as e-

learning, time management/calendar,

collaboration tools)

Using ICT to enhance productivity and personal

development

Source: Partnership for 21st Century Skills In a Curriculum Studies article published in 2000, Dede summarizes past research focused on the link between classroom technologies and 21st Century Skills. Based on the conclusions of the 1997 President‘s Committee of Advisors in Science and Technology, Dede asserts that, ―just as information technology has improved effectiveness in medicine, finance, manufacturing, and numerous other sectors of society, advanced computing and telecommunications have the potential to help students master…complex 21st-century skills.‖26 Dede outlines numerous studies which suggest the unique capabilities of classroom technologies to enhance student learning by:27

[centering] the curriculum on ‗authentic‘ problems parallel to those adults face in real-world settings (Cognition and Technology Group 1997);

involving students in virtual communities-of-practice, using advanced tools similar to those in today‘s high-tech workplaces (Linn 1997);

facilitating guided, reflective inquiry through extended projects that inculcate sophisticated concepts and skills and generate complex products (Schank et al. 1994);

utilizing modeling and visualization as powerful means of bridging between experience and abstraction (Gordin and Pea 1995);

25 Ibid., pp. 11. 26 Dede, C. ―Emerging Influences of Information Technology on School Curriculum.‖ Curriculum Studies, Vol. 32, No. 2 (2000): pp. 282. 27 Ibid., 282.

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enhancing students‘ collaborative construction of meaning via different perspectives on shared experiences (Chan et al. 1997);

including pupils as partners in developing learning experiences and generating knowledge (Scardamalia and Bereiter 1991); and

fostering success for all students through special measures to aid the disabled and the disenfranchised (Behrmann 1998).

Dede further describes ―exemplary projects‖ that illustrate the potential for information technology tools to help students develop higher-order skills and knowledge. As one example, the ScienceWare curriculum developed at the University of Michigan‘s Center for Highly-Interactive Computing in Education uses technology at every stage of a science investigation—data collection, visualization, modeling, project planning, and publishing—to assist students as they investigate their community‘s water quality. Using modeling software, which displays an actual photo of a local stream, students must create objects (for example, insects or people), factors (variables related to the objects), and relationships.28 In a 1997 study based on the ScienceWare curriculum, Stratford et al. examined the stream ecology models created by 50 student participants, as well as recorded interviews with eight pairs of students as they created their models. The study concluded that 75% of the models reviewed were ―scientifically meaningful.‖ Furthermore, ―students created models that were coherent, accurate and well-behaved; their models made sense and were non-trivial.‖29 Authors of more recent articles on the topic likewise point to research studies which have linked the use of classroom technologies with the development of critical skills for the 21st Century. For instance, in a 2008 article in Contemporary Issues in Technology & Teacher Education, Cuper and Lambert note:

Not surprisingly, research shows that today‘s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning (North Central Regional Educational Laboratory [NCREL] & the Metiri Group, 2003). Using technology, teachers can tap into the knowledge of experts; visualize and analyze data with their students; link learning to authentic contexts; and take advantage of opportunities for electronic, shared reflection (Bransford, Brown, & Cocking, 1999).30

Cuper and Lambert assert that the ―careful use of multimedia technologies in the classroom setting‖ can be used to support development in the six distinct categories of 21st Century Skills: critical thinking, information and media literacy, creativity,

28 Ibid., pp. 284. 29 Ibid., pp. 286. 30 Cuper, P. and Lambert, J. ―Multimedia Technologies and Familiar Spaces: 21st-Century Teaching for 21st-Century Learners.‖ Contemporary Issues in Technology & Teacher Education, Vol. 8, No. 3 (2008): pp. 265.

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communication, collaboration, and contextual learning.31 The authors suggest that multimedia technologies, which use text, audio, video, graphics and animation to communicate information, offer today‘s teachers a mechanism to move from a ―linear‖ learning environment to a ―nonlinear‖ environment—one which offers users ―interactivity, control of progress, and choice in their construction of knowledge.‖32 Indeed, many schools have integrated the use of multimedia technologies into the curriculum in order to advance student learning at all grade levels. At Coral Gables High School in Miami, teachers have used media art classes not only to help students develop technical skills, but also to improve student achievement in the critical areas of reading, writing, and mathematics. Meanwhile, at Crestwood Junior and Senior High School in Cresco, Iowa, language arts teachers have incorporated the use of software such as Adobe Photoshop and InDesign into the curriculum. Students not only learn how to use these software programs, but also engage more deeply with the selected texts through hands-on projects. Students might illustrate a scene from a book or create a playbill for a Shakespeare play, using technology to combine ―images of action, characters, plot summaries, and other details…‖33 New technologies also have a place in the science curriculum, where students can use multimedia tools to describe the ―phenomena, items, and life forms‖ they‘ve observed in class or on field trips. For instance, a chemistry student might create a computer-based image of a molecule or a biology student might use multimedia tools to present his or her conclusions based on a laboratory experiment.34 Classroom technologies not only enhance learning in the core subjects, but also the overarching themes and ―soft‖ skills integral to the Framework for 21st Century Learning. For instance, Mark Johnson, a teacher at Crestwood, notes that projects in which students share their work online and engage in dialogues with students at other schools, and even in other countries, helps them build global awareness, one of the major themes in the Framework. Furthermore, technology-enhanced projects help students learn to work collaboratively and communicate effectively, as well as foster creativity and a sense of responsibility for their work, among other benefits.35

31 Ibid., pp. 265. 32 Ibid., pp. 266-267. 33 Ibid. 34 Ibid. 35 Ibid.

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The Role of Technological Integration in Developing College Readiness

In addition to preparing students for the workforce, developing 21st Century Skills through technological integration in the classroom is a crucial aspect of ensuring students are adequately prepared for the rigors of higher education. Recently, there has been an emphasis on redefining college readiness—a major part of which is incorporating student comfort with technology into college preparatory curricula. Technological integration at schools across the United States is intended to develop crucial college skills by requiring students to produce multimedia projects, to digitally archive their work, to utilize online peer review tools, to conduct online academic scholarship, and to engage in independent research. Using various technological platforms and initiatives, districts recognize the value of technology in preparing college-ready students. In fact, if schools do not invest in this type of technology education, they risk widening the gap that students face between high school and higher education. As David T. Conley, author of College and Career Ready: Helping All Student Succeed Beyond High School, said in regards to college readiness:

The entire issue of technology must be addressed, and with it, the growing gap between the ever-increasing expectations for technological proficiency that postsecondary institutions hold and the vast investments these institutions have made in comparison to the rather modest technological expectations and investments present in high school.36

Traditionally, college readiness meant the completion of academic college preparatory curricula; however, this method is no longer sufficient. Envision Schools, a nonprofit organization that manages charter schools, states that ―Too often, ‗college ready‘ means a student has passed a selection of college-preparatory courses that might or might not be rigorous…we do not think that being eligible and being prepared for college success are one and the same thing.‖37 In order to ensure students are college-ready, they ―need to have mastered twenty-first-century leadership skills such as collaboration, critical thinking, problem solving, creative expression, effective written and oral communication, and project management…‖38 As a result of this redefinition of college readiness, Envision Schools heavily integrates technology into its college preparatory curriculum. As part of each student‘s College Success Portfolio, they must complete a multimedia product and a college-ready research

36 Conley, David T. College and Career Ready: Helping All Students Succeed Beyond High School.‖ San Francisco: Jossey-Bass. 2010, pp. 262. 37 Lenz, Bob. ―What Does it Mean to Be College Ready?: Helping All Students Get There.‖ Edutopia. June 13, 2007. http://www.edutopia.org/college-ready 38 Ibid.

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paper, and must archive all their work on a digital platform.39 The culmination of their high school careers is a public defense of this portfolio.40 Across the country, initiatives by numerous school districts are being designed to ensure that technological integration in the classroom is focused on ensuring students‘ college readiness. For example, the Educational Policy Improvement Center outlines numerous programs and activities related to college readiness across South Carolina. One of these initiatives is the South Carolina Center of Excellence for Instructional Technology Training. The training center, located at Clemson University, instructs teachers on how to increase student achievement through the use of technology, such as digital imaging software, in the classroom. To prepare students for the peer review technique often used in higher education, teachers also learn how to use ―a teacher-controlled, online publishing environment to allow students to publish their written compositions for others to read and react to.‖41 By introducing students to this type of cognitive engagement, the Center recognizes the importance of technological integration in preparing students for college. Another facet of college readiness is comfort with independent research. A report on college readiness by the Educational Policy Improvement Center outlines the efforts of the Minnesota New Country School. All students at the school have their own internet-enabled computer workstation allowing them ―to conduct research for their projects at a self-directed pace.‖42 The report notes that ―individual computers also simulate the 21st century work environment. The integration of technology into the educational environment at MNCS is foundational to their success at preparing students to be college-ready.‖ Particularly if students are not exposed to technology at home or if they do not utilize home technology for research or learning, developing these skills at school is necessary to prepare students for college-level research. Formally recognizing this redefinition of college readiness, some states even incorporate the concept into their official education standards. In Texas, for example, the Texas College Readiness Standards aim ―to identify the standards needed to succeed in college-entry coursework.‖43 The standards should provide parameters for K-12 to incorporate college readiness into other skills and academic standards. The E³ alliance developed recommendations for the Standards to be submitted to the Texas legislature. The Alliance recommended adding a Technology Integration

39 Lenz, Bob. ―Preparing high School Seniors for College, Part Two.‖ Edutopia. July 23, 2009. http://www.edutopia.org/college-success-portfolio-part-two 40 Lenz, Bob. ―Preparing High Schools Seniors for College, Part One.‖ Edutopia. July 15, 2009. http://www.edutopia.org/college-success-portfolio-part-one 41 ―Examples of Programs and Activities Related to College-Readiness in South Carolina.‖ Education Policy Improvement Center, pp. 5-6. http://www.epiconline.org/files/pdf/Final%20Examples%20SC.pdf 42 ―Creating College Readiness: Profiles of 38 Schools That Know How.‖ Educational Policy Improvement Center. 2009, p. 39. https://www.epiconline.org/files/pdf/Profiles.pdf 43 ―Texas College Readiness Standards: Observations and Recommendations.‖ E³ Alliance. pp.1. http://www.e3alliance.org/pdfs/e3-crst-recommendations-v3.pdf

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component under the ―Effective Communication‖ standard for social sciences requiring students to:

Develop documents using common software applications. o Create and conduct oral presentations using multimedia strategies. o Develop and conduct team projects using common software applications.

Discern quality of information on the Internet and research source material. o Understand difference between sponsored links and non-sponsored links o Identify on-line academic scholarship o Research source material on-line and using electronic databases.44

These aspects of college readiness—academic scholarship, technology-based team projects, and multimedia projects—are all elements of preparing college ready students in the technological age. The next section of the report will detail the technology integration efforts of five of XYZ School District‘s peer school districts that are working towards both college readiness and developing 21st Century Skills.

44 ―Texas College Readiness Standards: Observations and Recommendations.‖ Op. cit., 4.

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District Profiles Demonstrating Technology Integration

The five public school districts profiled in this section of the report were chosen due to their similarity to XYZ School District on three criteria, i.e. their location, their demographic makeup, and the proportion of their students that is economically disadvantaged (typically, the proportion of students eligible for free or reduced price lunches serves as a proxy measure of economic disadvantage). Like XYZ, the profiled districts have urban or suburban locations, high proportions of minority students, and high proportions of economically disadvantaged students. In addition, each district has made significant efforts and further plans toward integrating technology into the classroom to engage their student populations, prepare them for college and the workforce, and develop the 21st Century Skills outlined in this report. Each district‘s technology integration practices are described below. Galena Park Independent School District (Galena Park, TX)

District Characteristics (AY 2007-08) Student Demographics (2009)

Total Schools: 24

Total Students: 21,114

Locale: Suburb (Large)

African American 19.7%

Hispanic 72.6%

White 6.4%

Native American 0.1%

Asian/Pacific Islander 1.2%

ELL 12.9% (AY 2007-08)

Limited English Proficient 28.7%

Economically Disadvantaged 78.1% Source: NECS45 and Texas Education Agency46

Galena Park Independent School District (GPISD) has instituted numerous technological integration efforts. Given its mission ―[t]o improve the utilization and seamless integration of technology through the use of staff development, applications and curriculum software,‖ the district concentrates its efforts in four areas: staff development, curriculum alignment, technology integration, and management.47 GPISD offers its teachers numerous professional development opportunities in the field of technology integration. For example, the Summer Technology Training courses specifically discuss certain elements of integrating technology in the

45 National Center for Education Statistics, U.S. Department of Education. Statistics for AY 2007-2008. 46 Galena Park Independent School District. Academic Excellence Indicator System, Texas Education Agency, 2009. http://ritter.tea.state.tx.us/cgi/sas/broker?_service=marykay&_program=perfrept.perfmast.sas&prgopt=2009/aeis/alltyped.sas&year4=2009&search=distback&year2=09&topic=aeis&gifname=g_aeis09district&title=AEIS+Report&level=District&ptype=HTML&sublevel=dist&distback=101910 47 ―Title IID.‖ Galena Park Independent School District. www.galenaparkisd.com/dpac/documents/presentations/Title%20IID.pp.t

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classroom. One of the courses is oriented towards elementary school teachers who want to integrate internet lessons and activities into their lesson plans. Another course includes advanced PowerPoint training to show teachers how to incorporate advanced features such as digital images and sound waves to make their PowerPoint lessons more interactive.48 By specifically tailoring teacher training to certain skills, it increases the chances that teachers will utilize them because they are directly aware of the applications. GPISD also provides comprehensive staff training on its other systems including Eduphoria!, Odyssey, and FirstClass which are used for lesson planning and other administrative functions.49 To meet its goals for curriculum alignment, GPISD must adhere to several Texas state standards, including the Texas Technology Standards for Students, Texas Essential Knowledge and Skills, and the Texas Educational Agency Technology Plan. Indeed, ―the Texas Education Code… requires each school district improvement plan include provisions for integrating technology into instructional and administrative programs. Districts should develop comprehensive plans by using a defined process that includes representatives from all stakeholder groups. The plans should identify available financial resources and address the administrative needs as well as the instructional needs of the district.‖50

GPISD‘s Instructional Technology District Improvement Plan, required by Texas educational standards, details how the district plans to meet it technology integration objectives. The Plan indicates that, whereas the district‘s past efforts have focused on basic computer training, GPISD has undertaken a number of new technology integration initiatives. Examples include:51

The district is improving a multimedia festival which showcases student achievements in graphic design, multimedia slide shows, web pages, and videos at all grade levels.

The district will host a summer cyber camp for students in grades two to five which will focus on the use of PowerPoint and digital cameras.

The district will focus efforts on Internet Safety Month in May by providing lesson plans that teach about internet safety at all grade levels.

For K-8 students, technology integration projects will focus on word processing, PowerPoint, Excel and Kidspiration (visual thinking software).

For K-8 students, technology activity CDs and books developed by Tammy Worcester, and education consultant, will be provided. Tammy Worcester‘s

48 ―GPISD Summer Technology Training.‖ Galena Park Independent School District. http://www.galenaparkisd.com/technology/Summer02b.pdf 49 ―Instructional Technology District Improvement Plan.‖ Op. cit. 50 ―Chapter 12: Computers and Technology.‖ Window on State Government. http://www.window.state.tx.us/tspr/galenapark/ch12c.htm 51 ―Instructional Technology District Improvement Plan.‖ Op. cit.

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instructional materials focus on instructional activities utilizing technology for different grade levels.

For GPIDS high school students, new application courses in desktop publishing, digital graphics, video technology, and web mastering will be offered.

The use of systems such as Blackboard will be increased among teachers as well as using the interactive features for Advanced Placement classes as collaborative tools.

GPIDS is also taking steps to improve its technology infrastructure. The district is focusing on funding the purchase of laptops, digital cameras, projectors, response systems, and interactive pads.52 One example of a program of this type was implemented in 2004, when GPISD was awarded a $650,000 grant from the Texas Education Agency to provide students at Woodland Acres Middle School with laptop computers. Woodland Acres was one of only 23 schools in Texas to receive this grant, funded by the U.S. Department of Education. The purpose of the grant was to analyze whether the laptops would ―help increase academic achievement in the core areas of English language arts, mathematics, science and social studies.‖53 Twenty-five percent of the grant‘s funding was used for professional development to train teachers in areas such as developing their own websites and communicating with parents.54 Adopting these kinds of initiatives illustrated GPISD‘s openness to new concepts of technological integration. In addition to incorporating technology into traditional academic areas, GPISD has made significant efforts to include units focused on technology in its vocational courses. For example, students studying business education may take courses in business computer information systems, business computer programming, and keyboarding. Students can also take specific technology classes focused on computer technician skills, computer-aided drafting skills, and technology systems skills.55 Overall, GPISD‘s technology integration measures are extensive, ranging from comprehensive professional development on its many systems to a long list of ongoing and upcoming projects which focus specifically on integrating technology in the district‘s classrooms. Many of these latter efforts are focused on younger students in the district so as to begin the integration at an earlier stage. Though, compared to other districts profiled in this report, GPISD‘s technology efforts are not as thoroughly embedded into the curriculum. Nevertheless, its integration plan is in

52 ―Instructional Technology District Improvement Plan.‖ Galena Park Independent School District. 2007-2008. http://www.galenaparkisd.com/cip_plan/2007-2008/departments%2007-08/Galena%20Park%20ISD_%20Instructional%20Technology%20Improvement%20Plan.pdf 53 Dodson, Doug. ―Galena Park pupils get take-home laptops.‖ Houston Chronicle. December 9, 2004. http://www.chron.com/CDA/archives/archive.mpl?id=2004_3833612 54 Ibid. 55 ―Chapter 2: Educational Services Delivery.‖ Window on State Government. http://www.cpa.state.tx.us/tspr/galenapark/ch02f.htm

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implemented on a district-wide basis, as opposed the school-by-school approach often found at other districts. Phoenix Union High School District (Phoenix, AZ)

District Characteristics (AY 2007-08) Student Demographics

Total Schools: 16


Locale: City (Large)

Hispanic 78.4%

Anglo 6.0%


Native American 3.2%

Asian 2.4%

ELL 16.6%

Special Education Program 11.8% Source: NCES56 and Phoenix Union High School57

Phoenix Union High School District (PUHSD) has a similar demographic breakdown to XYZ School District, particularly with regard to its Native American student population. PUHSD prides itself on its diversity, but is particularly focused on college and career readiness. Superintendent Kent P. Scribner states that:

Our mission is preparing every student for success in college, career and life. We are creating a college and career prepared culture to transform our students‘ dreams into reality. But college and career prepared must mean being ready to succeed in post-secondary settings, or our mission will fall short.58

As part of this preparatory college and career focus, PUHSD claims to be ―a leader in adopting instructional technologies to the classroom that improve teaching and enhance the learning environment for children through increased participation and interaction.‖59 Typically, technology integration initiatives at PUHSD are not undertaken at the district-wide level; instead, they are focused on particular campuses, especially the district‘s wide variety of magnet schools. For example, Carl Hayden Community High School features a Center for Computer Studies Magnet Program which offers ―opportunities for students to use current computers and software while studying the latest trends in technology, programming and software engineering.‖60 Introductory through college-level courses are available,

56 National Center for Education Statistics, U.S. Department of Education. Statistics for AY 2007-2008. 57 ―District Profile.‖ Phoenix Union High School District. http://www.phxhs.k12.az.us/education/dept/dept.php?sectionid=1247& 58 ―Preparing for College.‖ Phoenix Union High School District. http://www.phxhs.k12.az.us/education/components/scrapbook/default.php?sectiondetailid=79383& 59 ―Welcome to the Phoenix Union High School District.‖ Op. cit. 60 Carl Hayden Community High School, Center for Computer Studies Magnet Program. Phoenix Union High School District. http://www.phxhs.k12.az.us/education/dept/dept.php?sectionid=7469

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and students can receive dual college and high school credit for certain courses. Importantly, the Computer Studies Magnet Program has recently purchase a variety of technological hard- and software including ―digital cameras, digital camcorders, and scanners to study computer graphic design, web design and multimedia presentations that contain video and music.‖61 The magnet program‘s curriculum focuses on both business and science applications of computer facilities, as well as an academic curriculum featuring ―fundamental and advanced computer language and theory.‖62 The curriculum and software for this program are constantly adapting to the changes in the uses and theories of computer technology. The program offers two tracks, described below, both of which utilize the hardware and software actually used in higher education and business.63

Programming Track: In the Programming classes students use the most current programming languages and study computer science concepts.

Graphic Design/Digital Video Track: In the Graphic Design/Digital Video Track students create projects using professional-level hardware and software.

The program curriculum is supplemented by involvement outside the classroom. Students from the program have visited the Microsoft offices in downtown Phoenix to learn about their career opportunities while teams of Multimedia Presentations students have presented projects at the National Education and Computer Conference.64 PUHSD also includes two high schools specifically based on a technology-driven platform. One of them, Cyber High School, is a small computer-based high school that was opened in 2006. The high school‘s mission fits the objectives of technology integration outlined in this report, namely, ―To provide a small school, high-tech learning environment that maximizes the use of technology to enable students to develop those understandings, skills, and attitudes needed for success in college, career, and life.‖65 In addition to a computer-based academic curriculum, the school integrates technology in a number of ways including posting podcasts of biweekly student announcements online. The second technology-driven PUHSD high school is the Bioscience High School, located in Phoenix‘s biotech area. The school features a rigorous math and science-

61 Ibid. 62 Ibid. 63 ―Areas of Study.‖ Center for Computer Studies Magnet Program. Phoenix Union High School District. http://www.phxhs.k12.az.us/education/components/scrapbook/default.php?sectiondetailid=79383& 64 ―Program Photos.‖ Computer Studies Magnet Program. Phoenix Union High School District. http://www.phxhs.k12.az.us/education/components/scrapbook/default.php?sectiondetailid=60946& 65 ―Phoenix Union Cyber High School.‖ Phoenix Union High School District. http://www.phxhs.k12.az.us/education/school/school.php?sectiondetailid=43374&

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focused curriculum with up-to-date lab technology to encourage students to pursue math and science careers and postsecondary education.66 Though most of PUHSD technology integration efforts are concentrated in specific schools, there are also district wide initiatives in place. For example, podcasts showcasing courses such as world languages, math, and ELL are available online throughout the district.67 Colton Joint Unified School District (Colton, CA)

District Characteristics (AY 2007-08) Student Demographics (AY 2008-09)

Total Schools: 28




Hispanic or Latino 78.0%

White not Hispanic 10.0%

American Indian or Alaska Native 0.4%

Asian 2.0%

Pacific Islander 0.5%

Filipino 1.5%

English Learners 25.1%

Free or Reduced Meals 70.4% Source: NCES68 and California Department of Education69

Among the districts profiled in this report, Colton Joint Unified School District (CJUSD) has initiated the most comprehensive district-wide technology program. With a focus on improving student performance, CJUSD utilizes technology to support its administrative functions and also to ―deliver the most effective technology-based systems for the benefit of every student and staff member.‖70 A comprehensive CJUSD District Technology Plan, developed from various sources, outlines the district‘s technology objectives for 2009 to 2012. The objectives,

…were developed based on the criteria of these components and are the basis of the objectives, benchmarks, and timelines. This plan is also based on the California Content Standards and the federal No Child Left Behind legislation and guidance. The District plans to use the technology plan as a

66 ―Phoenix Union Bioscience High School.‖ Phoenix Union High School District. http://www.phxhs.k12.az.us/education/school/school.php?sectiondetailid=45461& 67 Phoenix Union High School District. http://www.phxhs.k12.az.us/education/components/scrapbook/default.php?sectiondetailid=79383& 68 National Center for Education Statistics, U.S. Department of Education. Statistics for AY 2007-2008. 69 ―Colton Joint Unified.‖ Demographic Education Unit, California Department of Education. 2008-09. http://dq.cde.ca.gov/dataquest/Cbeds3.asp?FreeLunch=on&Enroll=on&PctEL=on&PctBlack=on&PctAm=on&PctAsian=on&PctFil=on&PctHisp=on&PctPac=on&PctWhite=on&PctMult=on&cSelect=3667686--COLTON+JOINT+UNIFIED&cChoice=DstProf1&cYear=2008-09&cLevel=District&cTopic=Profile&myTimeFrame=S&submit1=Submit 70 ―Information Technology.‖ Colton Joint Unified School District. http://www.colton.k12.ca.us/education/components/scrapbook/default.php?sectiondetailid=507&

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guide to ensure the success of all students and as an accountability measure for the District.71

The Plan is particularly ambitious with regard to student outcomes. The Plan sets the goal of preparing 100 percent of CJUSD students for college entrance and/or certification in a career/technical field.72 The District Technology Plan indicates that CJUSD will use technology in the following ways:73

To improve academic achievement utilizing powerful learning experiences aligned with California content standards.

To provide professional development opportunities for all staff geared towards improving achievement for all students and increased employee efficiency.

To provide an educational environment that prepares students for transition to college and/or technical careers.

To build an infrastructure, supply hardware, software and technical support to all students, teachers, administrators, paraprofessionals, support staff, parents, and the community at large.

To provide adequate school facilities that serve to enhance student performance throughout the Colton Joint Unified School District.

In accordance with the Technology Plan, the district widely supports the use of computers as a classroom tool. Indeed, approximately 85 percent of the district‘s classrooms have up-to-date computers available to both students and teachers. Further, while the minimum number of computers per classroom is one, the average is two, and approximately 40 percent of classrooms have three or more. Nineteen of the district schools utilize computer labs in their daily instruction and all of the district‘s secondary schools have computers available for students and staff after school for up to two hours, which is particularly important for students without these resources available at home.74 CJUSD also widely utilizes software to attain its academic and career preparedness objectives. For example, after school-hours, CJUSD provides software-based courses targeted at low-performing high school students.75 The district particularly emphasizes its Read 180 software, designed to improve reading proficiency for at-risk students, such as English Language Learners and Special Education students.76 To

71 ―Education Technology Plan.‖ Colton Joint Unified School District, 2009-2012, p. 4. http://coltonjoint.ca.schoolwebpages.com/education/page/download.php?fileinfo=Q0pVU0RfdGVjaHBsYW5fZmluYWxfMDMzMC5wZGY6Ojovd3d3Ni9zY2hvb2xzL2NhL2NvbHRvbmpvaW50L2ltYWdlcy9kb2NtZ3IvMTNmaWxlODMucGRm 72 Ibid. 73 ―Education Technology Plan.‖ Op. cit., 3. 74 ―Ibid., 7. 75 Ibid., 7. 76 Ibid., 9.

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achieve higher passing rates on the California High School Exit Exam, CJUSD utilizes Revolution Prep software, while for career preparedness, CJUSD utilizes Bridges Career Technology software. At the middle school level, ―Technology classes are available to all students at 3 of the 4 middle schools. These classes provide instruction in keyboarding, word processing, and other basic computer operations.‖77 Finally, the district‘s software usage also extends to the elementary level, with 12 of the 18 elementary schools in the district ―conducting after school intervention programs that involve curriculum technology like Rosetta Stone, Skills Tutor and Envision Math...‖78 In order to benchmark the district‘s progress on technological integration initiatives, CJUSD requires that all students ―pass a technology literacy class prior to graduation and conduct research for assignments, careers, and colleges.‖79 To achieve this goal, ―[s]tudents will participate in technology literacy development activities that include accessing, evaluating and using information, beginning in 7th grade with focuses on career research, college information and computer skills development.‖80 In addition, the technology literacy class ensures that 100 percent of students are taught online privacy protection strategies by 2012. The district supports professional development in relation to this goal in order to train staff to utilize the necessary software and to report their students‘ achievement. CJUSD‘s professional development efforts are also proportional to its comprehensive technology integration goals. The Educational Services Department coordinates training courses with the Information Technology Department. As new systems such as Zangle (student information system) are adopted, the district provides wide training programs to administrative and teaching staff to ensure a smooth transition into usage. It even provides support to parents on using the program.81

CJUSD‘s District Technology Plan provides a comprehensive outline of the district‘s efforts to utilize technology for both career and college preparedness. With a particular emphasis on access to computer infrastructure and to learning software, CJUSD also backs up its plan with a computer literacy courses, professional development, and ambitious student achievement objectives.

77 Ibid.,14. 78 Ibid., 7. 79 Ibid., 11. 80 Ibid. 81 Ibid., 20-22.

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Miami-Dade County Schools (Miami, FL)


Total Schools: 514



African American 25%

White 9%

Hispanic 64%

Asian 1%

Indian 0%

Islander 0%

ELL 15% (AY 2007-08)

Free or Reduced Meals 70% Source: NCES82 and Miami Dade County Schools83

Miami-Dade County Schools is the fourth-largest school district in the country.84 As such, its technology integration efforts have been primarily focused on standardizing the somewhat piecemeal technology implementation programs at its numerous schools. The goal is to create a more uniform, district-wide approach to technology integration for both administrative and instructional purposes. Demonstrating the district‘s longstanding commitment to technology integration, the 2005 update to its Instructional Technology Plan states that the district will ―provide opportunities for all students to use technology to enhance learning and develop critical 21st century life skills.‖85 The Plan also states that technology integration is intended to help Miami-Dade students become self-directed learners, complex thinkers, cooperative workers, effective communicators, innovative/quality producers, and responsible citizens.86 Further, in 2005, the district superintendent wrote that:

Access to information in Miami-Dade County Public Schools for improved teaching, learning, and management will require a comprehensive technology infrastructure that provides voice, video, and data resources to every classroom and office, as well as to learning environments in the community. In addition to information access, students will need teachers who are able to use technology applications to help them reach high levels of performance.87

82 National Center for Education Statistics, U.S. Department of Education. Statistics for AY 2007-2008. 83 ―Membership by Ethnicity 2009-10.‖ Assessment, Research, and Data Analysis. Miami-Dade County Schools. http://oada.dadeschools.net/DSProfiles/MembershipByEthnicity0910.pdf 84 ―Collaborative Portal Improves Education for Fourth-Largest U.S. School District.‖ Microsoft Office System, Customer Solution Case Study. www.microsoft.com/caseStudies/ServeFileResource.aspx?203030 85 ―Key Findings and Initial Recommendations.‖ CELT Corporation and Miami-Dade County Public Schools. July 26, 2005, p. 18. http://itblueprint.dadeschools.net/pdf/KeyFindings-InitialRecs.pdf 86 Ibid. 87 Crew, Rudolph F. Letter from Superintendent of Schools, Miami-Dade County Public Schools. April 21, 2005, p. 2. http://itblueprint.dadeschools.net/pdf/CITP.pdf

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As these passages indicate, Miami-Dade‘s commitment to technology integration in the classroom has long been strong; though, relative to the other districts profiled in this report, the measures in place to achieve this goal remain somewhat underdeveloped. This may stem from a lack of mandated accountability standards for technology integration. Indeed, a primary concern addressed by the Miami-Dade district Comprehensive Information Technology Strategic Blueprint—developed from interviews, focus groups, and data collection—is the that Sunshine State Standards (the Florida state educational standards) do not include a technology or information literacy requirement. The Blueprint further found that ―The reliability and support of the current school computer environment is inadequate and there appears to be little focus on support for curriculum/technology integration, thus limiting technology‘s potential to enhance student learning.‖88 As such, the preliminary recommendations from the report suggested that the district:89

Develop scope and sequence of technology standards and embed them into the curriculum for elementary and secondary students as well as the staff development program and supervision/evaluation process.

Expand the Enhancing Education Through Technology (EETT) grant throughout the District.

Allocate resources for the EasyTech program in order to expand it throughout the District.

Ensure that every classroom teacher has his/her own computer or PDA in order to facilitate data entry and use in order to inform/improve instruction.

Continue development of a Web-based instructional management system. Create a set of comprehensive specifications and choose best in breed for component of one integrated solution.

To address the first recommendation, the Blueprint indicates that teaching in each core academic subject (e.g. language arts or social sciences) should include three components: content objectives, process skills, and technology competencies. Having recognized that, within the district, technology and software had previously been used primarily for ―drill-and-practice,‖ rather than problem-solving and critical-thinking academic applications, in order to meet the Blueprint‘s requirement the district initially plans to utilize Intel‘s Interactive Thinking Tools. These tools facilitate problem solving through technology, establish minimum standards and software-testing facilities, and, additionally, allow the district to benefit from economies of scale in its software-purchasing activities.90

88 ―Comprehensive Information Technology Blueprint and Plan.‖ Miami-Dade County Public Schools. July 26, 2005, Slide 25. http://itblueprint.dadeschools.net/Miami%20Dade%20Executive%20Briefing%20BOARD-FINAL_7%2025_files/frame.htm 89 ―Comprehensive Information Technology Blueprint and Plan.‖ Op. cit., slide 28. 90 Ibid., slide 30.

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As indicated, in contrast with several of the smaller districts profiled in this report, Miami-Dade is primarily concerned about the inconsistency of technology integration across its schools. While some schools are pockets of innovation with significant technological infrastructure, others do not have the facilities to support technological expansion. The district administration has found that, given these inconsistencies, evaluating teachers on technology integration in the classroom is not an effective way to promote the concept. As a result, ensuring all teachers have access to either a computer or PDA has been emphasized as a first step to technology integration at Miami-Dade.91 Another issue the Technology Blueprint highlighted was the inadequate technology staffing across the district. With low pay and no incentives for increased technological certifications, turnover among the tech staff was high. Miami-Dade has proposed a centralized technology staff union with higher pay and upgraded job descriptions and is using interns and vocational education students to aid in supporting new and existing technological initiatives at the hundreds of Miami-Dade campuses.92 This allows vocational technology students to apply their knowledge in practical situations while aiding the district. Finally, though not available at all schools throughout the district, a number of technology-based courses are offered at Miami-Dade schools. A variety of computer courses are offered to students in sixth grade through adult education. Further, programs such as Cisco Academies, Apple Web Design Academies, Oracle Internet Academies, and Dell‘s TechKnow are also available. In addition, Miami-Dade offers learning opportunities through Florida Virtual School and its own Virtual School franchise.93 These Virtual School programs are being used to expand access to AP courses to students at high schools where such courses are not available in the traditional, face-to-face format. Santa Fe Public Schools (Santa Fe, NM)


Total Schools: 32


Locale: City (Small)

Hispanic 85%

White, Non-Hispanic 12%

Native American 3%

ELL Students 6000+

Free or Reduced Meals 75% Source: NCES94 and Santa Fe Public Schools95

91 ―Comprehensive Information Technology Blueprint and Plan.‖ Op. cit. 92 ―Comprehensive Information Technology Blueprint and Plan.‖ Op. cit., slide 39-41. 93 Ibid., slide 31. 94 National Center for Education Statistics, U.S. Department of Education. Statistics for AY 2007-2008. 95 ―Our Common Commitments 2008-09.‖ Santa Fe Public Schools. http://www.sfps.info/DocumentView.aspx?DID=322

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In addition to the fact that it serves a region with low per-capita income, SFPS faces the challenge of improving its poor K-12 academic performance, particularly in the fields of math and science.96 As a result, efforts to improve math and science education have prompted many of SFPS‘s technology integration efforts. In 2001, the Santa Fe Science Initiative (SFSI) was created ―to enhance science education in Santa Fe Public Schools by providing year-round professional development through teacher training, mentoring, and materials support for elementary school classrooms.‖97 The extensive professional development aspect of the program allows teachers to work collaboratively with a mentor, both inside and outside the classroom, to learn how to integrate science technology into the classroom. As part of the process, teachers are also given access to a library and materials center that replenishes and distributes science kits directly to classrooms. 98 SFPS has also received small grants from the Los Alamos National Labs Education Foundation for STEM (science, technology, engineering, and mathematics) education initiatives.99 These STEM initiatives throughout SFPS focus inter alia on educational technology.100 Despite the challenges that it faces, SFPS does have the advantage of being located in the heart of a professional scientific community. In 2009, the SFPS Superintendent acknowledged that: ―We owe a great deal to… the Los Alamos National Labs Education Foundation, for their support in helping us to develop a Foundation, as well as their support for science, technology, engineering and math in several of our secondary schools.‖101 Indeed the Los Alamos National Labs Education Foundation has been crucial in integrating technology into SFPS classrooms in five elementary schools. Indeed the elementary school programs supported by the Los Alamos National Labs Foundation are indicative of SFPS‘s focus on exposing students to technology at a young age. While other districts profiled in this report tend to concentrate technology usage at the secondary education level, SFPS focuses many of its initiatives on elementary students. By instilling technology skills at an early age, SFPS hopes to create tech savvy students who are prepared for the future educational and technological environment. For example, Chaparral Elementary School has a state-of-the-art computer and technology lab which integrates infrastructure such as wireless facilities and flat screen panels with instructional tools such as an LCD projector. All

96 ―About the Santa Fe Alliance for Science.‖ Santa Fe Alliance for Science. http://www.sfafs.org/about.asp 97 ―2008 Annual Report.‖ Los Alamos National Laboratory Foundation. 2008, p. 20. https://www.lanlfoundation.org/Docs/08AnnualReport.pdf 98 Ibid. 99 ―Small Grants Program.‖ Los Alamos National Laboratory Foundation. http://www.lanlfoundation.org/grants/SmallGrants.html# 100 ―What is STEM?‖ Los Alamos National Laboratory Foundation. http://www.lanlfoundation.org/grants/whatisstem.htm 101 ―State of the Schools Address.‖ Santa Fe Public Schools. November 18, 2009, p.9. http://www.sfps.info/archives/54/State%20of%20the%20Schools%20Final%20Copy%20111809.pdf

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students, kindergarten through sixth grade, visit the lab once a week for a 45 minute session with the school‘s technology specialist. Chaparral Elementary School‘s goals in this program are to teach students about:

Identifying computer components Input/output devices Proper care and use of a computer Keyboarding Launching and manipulating a wide variety of software programs102

Given the high dropout rate at SFPS, another district initiative has been to create pathways throughout its secondary schools that allow students to choose vocational or college preparatory curricula, depending on their professional or educational goals. At Santa Fe High School, students make this choice in tenth grade and have the option to affiliate with a career academy. These academies include applied technology, arts and humanities, business and international studies, and science and engineering.103 The applied technology path directly integrates technology into the curriculum as career preparation.

Finally, SFPS also offers a school entirely focused on technology usage. The Academy for Technology and the Classics (ATC) is an award-winning charter school for both middle and high school students within the Santa Fe Public Schools district. The school has a technology-based platform with a classical foundation. According to the SFPS website, at ATC,

Technology hardware and software are integrated across the curriculum. ATC recognizes our students require skills that will prepare them for a rapidly changing world and we stay abreast with current research and best practice regarding those skills. ATC embraces the ―classical‖ model of American education which holds the arts in high esteem and realizes the study of cultures is an essential part of an holistic education.104

Edward Woodd, ATC‘s director, recognizes the need for 21st Century Skills, stating that: ―Our idea here is to provide students not just with the skills to survive, but with the skills to thrive in the future.‖105 Computer skills and independent research skills are part of the technology-based college preparatory curriculum. For example, the school‘s advanced drawing and painting course incorporates technology to ―improve

102 ―Technology.‖ Chaparral Elementary, Santa Fe Public Schools. http://nm-santafepublicschools.civicplus.com/index.aspx?NID=512&PREVIEW=YES 103 ―Santa Fe High School Activities, Programs and Partnerships.‖ Santa Fe High School, Santa Fe Public Schools. http://nm-santafepublicschools.civicplus.com/DocumentView.aspx?DID=436 104 ―Charter Schools.‖ Santa Fe Public Schools. http://www.sfps.info/index.aspx?NID=898 105 ―About ATC.‖ Academy for Technology and the Classics. http://atcschool.org/index.php?page=about-atc

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the understanding and use of art concepts.‖106 The media arts and journalistic writing course

…instructs students in audio engineering and production, still photography, film, video, computer editing technology and Journalistic skill sets including interviewing, caption and headline writing and layout. In this course, students use available technologies and writing to create and manipulate a school community, interactive web-based yearbook. Students will also be instructed in marketing and fundraising. The culminating project will be a digital media release.107

Courses such as these exemplify the integration of technology into a standard curriculum rather than perceiving technology as something that should be separated within the educational framework. Overall, SFPS technological integration efforts are more limited than other districts profiled in this report, but also more targeted. SFPS focuses much of its technology integration efforts at the primary school level. It also integrates technology specifically with science or career paths, which couples classroom technology with 21st Century Skills concepts and career preparedness.

106 ―High School Electives 2010-2011.‖ Academy for Technology and the Classics, p. 3. http://atcschool.org/uploads/courses%20and%20curriculum/2010-2011%20Electives%20MASTER.pdf 107 Ibid., 5.

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Conclusion

As the five profiled districts exemplify, integrating technology into the classroom to promote 21st Century Skills for both college and the workforce requires the commitment of teachers, administrators, and families. Further, successfully integrating technology within any school requires technological infrastructure, professional development, curriculum development, and innovation at all grade levels. Since districts face different challenges in terms of their student demographics, funding availability, and teachers‘ willingness to implement new initiatives, this commitment must be extensive and adaptable. Developing 21st Century Skills is an increasingly crucial aspect of any modern curriculum. Educators must seek to develop information and media literacy, critical thinking skills, problem solving skills, and collaborative abilities, all of which prepare students for today‘s constantly evolving economic landscape. Software, hardware, internet research tools, and collaborative online functions are all useful tools that help prepare students to successfully participate in a 21st century workforce and/or higher education environment.

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Technology Integration in the Classroom - University of …€¦ · · 2014-01-13Technology Integration in the Classroom ... district-wide and school-specific technology integration