Journal # 7: Fitting the Pieces Together

Fitting the Pieces Together Successful Technology Integration with Laptops,by Patricia A. Yost, Learning & Leading with Technology, Nov 2007, Vol.35 No. 3, pgs (22-25)
In Pennsylvania a test program on a student laptop project was started to create a model for technology combination. Having a pedagogical focus was the key to success which was shown by professional improvement. The teachers and students had good technological skills and they applied technology to enhance their learning abilities and higher-order learning. This strategy provided time and comfort for teachers to collaborate and share with pees. This program made various high-quality technology integrations in the school. To achieve this program they followed some steps:
1- Teachers provide some why, how, which questions and have students to collect information to answer these questions.
2- Teachers encouraged students to collaborate through creating interactive, hyperlink-infused, self-paced presentation documents by using a WebQuest.
3- Teachers show 2-3 minutes video segments to point up an evaluation.
4- Teachers search for online subjects to provide different content for different students’ requires.
5- Teachers ask students to search in different web sites and explain what they have learned from them.
6- Teachers ask students to use different features of word processors like dictionary, spell and grammar checkers and edit their essays.
7- Students can choose video, image-laden or spreadsheet projects to explain their learning.
8- Teachers encourage students to discuss through email about their learning.
This program brought success for the school by beginning in some of the classes and expanding this pilot project to the other classes. For this the school provided some equipment for the teachers such as a laptop for each teacher, video projector or ceiling -mounted classroom. The teachers had to have a three year commitment to professional development around using the laptop and video projector. To ease this commitment the school provided additional opportunities throughout the school year and during the summer. On the first year they focus on strategies for using laptop and video sharing as instructional tools by demonstrating some lessons about using three minute video segment and using it for the lessons, and interactive web sites and strategies for teaching note-taking with printed presentation slides. The second year the focus was on using the internet for information gathering that fosters higher-order thinking. The teacher were asked to read some articles online and create why, how, and which questions and look for the answers online. The third year the focus was on strategies on using multimedia tools for instruction and student-centered, project-based learning, and the teachers have access to shared resources like digital video and still cameras. The teacher can create iMovie, iTunes, and iPhoto while selecting a tool for their instructional goals.

Q”:1- How does the school assess the improvement in this program?
The school expects the teachers to integrate strategies to their instruction. They apply their newly learned strategies in their own classroom and then share and compare their experiences with their peers on specific meetings.
Q:2-How can the teacher get some feedback about their activities?
The school creates a shared database on its district’s server so the teachers are able to get information about a lesson and web site and tips about teaching by searching under the course name and the grade level. This program can give the teachers self confidence and courage to try new strategies.