Central Purpose

Students should learn how to learn using technology as their tool.

• using technology to make teaching more efficient
• computer literacy for teachers and students
• helping students become productive citizens

Discussion also included some question of whether the primary approach should be through improved models for incorporating technology into courses or on staff development.

What's needed to accomplish the goals

1. Tech Support: Although there is always a need for more support, improved hardware and software, and updates to the infrastructure, the group believed that this problem was in hand and the problems were being addressed.
   
   
2. Strategies for Classroom Management: This was seen as a challenge for many teachers especially with only a few computers in the room. One thing on the horizon to help with this is the installation of 27" monitors in all classrooms. (This was in process during the in-service!) We'll also be searching for video examples of classes in action utilizing computers.
   
   
3. Training for Teachers: Since the Data Service Center is doing basic skills training, this is pretty well in hand. However, this could be supplemented by a web page with links to free, online resources for training.
   
   Another area that could use support is help with evaluation of software. Again, a web page to some resources is a first step, but more needs to be done.

What Should We Do to Get Started

After using the Professional Competency Discrepancy Analysis tool from The Milken Exchange Dimensions for Gauging Progress Project, the issue of Classroom and Instructional Management was decided on as the most critical.

This consist of three area:

• Teachers are skilled at organizing learning activities within technology-rich classroom environments.
• Teachers are skilled in the physical organization of learning environments wherein access to technology resources is both efficient and convenient, and transitions between activities and locations are easily made.
• Teachers use a variety of applications to support instructional management.

One approach to these problems that arose was the possibility of adding a computer lab to each building or to use the libary as the computer resource. Several things stand in the way of this: insufficient room in the buildings, limited number of computers in the libraries, needed training for librarians and challenges with existing scheduling. Although this was not pursued, it may be useful to revisit some of the ideas at a later time.

The second possibility was to create some projects that make and model good uses of technology. However to do this, we need to first expand the "curriculum imagination" of all involved.

Plans of Attack

The groups developed five possible plans of attack.

1. Offer a mini-course on designing a web-based research project.
2. As a group, develop and run an Internet Scavenger Hunt to be used to familiarize teachers with resources, strategies and evaluation techniques.
3. Create district-wide resource pages on the web.
4. Turn ourselves into a Teacher-to-Teacher Cadre for technology.
5. Identify good models of classroom uses of technology to visit or view via video.

Project Number 1

The group decided to proceed with the Internet Scavenger Hunt. The next meeting will be devoted to creating the hunt, establishing some procedures and setting a timeline for the Hunt.

Everyone will bring back to the meeting these things.

• A good question
• A strategy for finding the answer
• A rationale for why the source found is a reasonable one for the answer
• A rubric for rating someone else's answer to this question