OVERALL BUILDING GOAL #1

Increase student ability to analyze, summarize and comprehend what is read in all subject areas.

OVERALL BUILDING GOAL #2

Increase problem solving skills by using a variety of strategies which will increase student achievement in mathematics.
 
 

PRIMARY STUDENT GOAL #1

Primary students will acquire preliminary keyboard skills (finding letters, using two hands).

PRIMARY STUDENT GOAL #2

Primary students will use multimedia software and technologies to facilitate learning in core subject areas (reading, mathematics, social studies, and science).

PRIMARY STUDENT GOAL #3

Primary students will use a children’s word processor and/or paint programs to facilitate productive communication in writing and art.

PRIMARY STUDENT GOAL #4

Primary students will use the Internet for communication and information access.

INTERMEDIATE STUDENT GOAL #1

Intermediate students will acquire basic keyboard skills (home positions, fingering).

INTERMEDIATE STUDENT GOAL #2

Intermediate students will use multimedia software and technologies that facilitate learning in core subject areas (reading, mathematics, social studies and science).

INTERMEDIATE STUDENT GOAL #3

Intermediate students will use the Internet for communication and information access.
 
 

Technology continues to thrive as one of the most intriguing topics in education today. Educators have long recognized the possibilities of its impact in the classroom. But high cost and lack of funding have limited schools from fully incorporating it within their curriculum. Now, that we are in the information age and society becomes more technologically oriented, schools are forced to address this issue. They must find ways to use technology to enhance and supplement academic instruction. And they must equip their students with the skills necessary to effectively utilize technology.

New technologies in the classroom have the potential to change the traditional roles and behaviors of teachers and students. Teachers will function more as facilitators rather than lecturers (Means, 1997). According to Gregoire, Bracewell and Laferriere (1996), new technologies allow teachers to quickly obtain a diverse selection of instructional resources. They help teachers develop a different vision for teaching and learning (Gregoire, Bracewell, and Laferriere 1996). Their vision for learning stresses and incorporates the real-world applications of research, design, analysis, composition, and communication (Means 1997). Technology allows teachers’ assessments to become more accurate, detailed, and efficient. Not only does technology allow assessment to become more efficient for teachers; students’ self-assessment also improves (Means1997).

In addition to self -assessment, students’ self-reliance improves through technology. Students are more motivated about learning when technology is integrated in the classroom. They are able to obtain, organize, manipulate, and display information more creatively. Technology increases the complexity of the tasks that students can perform successfully. These complex tasks help improve higher level thinking skills (Means 1997).

To insure that the new technology at Benjamin Banneker Elementary Science Technology Magnet (B.E.S.T) affects student and teacher behavior as described by Means (1997), a technology plan has been developed. Technology instruction will be incorporated within Marzano’s ideas of effective instruction. For example, Marzano (1992) has stated that effective teaching involves using large interdisciplinary curricular themes. A major part of the technology instruction at B.E.S.T. will be project based. These meaningful projects will engage the learner and incorporate various curriculum concepts. Barbara Means (1997) stated that using technology for meaningful activities helps integrate a variety of disciplines. And those types of activities more closely resemble the activities people undertake in the world beyond the classroom.

The projects will also fit into Marzano framework of effective teaching because they will be presented in a manner that is authentic and requires them to use knowledge that is meaningful to their lives. Means (1997) states that technology applications are ideal for simulating real world environments for students. According to Marzano (1992), learners need to apply and use knowledge meaningfully. Situations that allow for this to happen motivate the learner. It gives them the opportunity to draw from prior knowledge. Marzano has reported that the leaner needs to connect new information to old information in order to learn effectively.

In addition to the project-based instruction, students at B.E.S.T. will have access to the CCC software bundle, Success Maker. This software individualizes instruction for students. This individualized instruction provides remediation when necessary and enrichment when appropriate. The software uses a mix of skill- and discovery- based instruction. The reading and math scores of students that have been exposed to this software have shown improvement in a short amount of time. Area school districts have documented significant gains in reading and math achievement, due to the CCC software. Carol Simmons, teacher and computer lab manager, of John Nowlin Elementary School in Blue Springs, Missouri has seen an average gain of year and three months in reading and math. According to Mary Ann Sengele, the computer lab instructor of Turner Elementary, the CCC software has significantly increased student achievement in their building. Dr. Jill Shackleford, the former Executive Director of Student Learning for the Turner School District, also reported similar improvements in other elementary schools throughout the district

Project-based learning and the CCC software are not all the parts of technology instruction at B.E.S.T. Staff development is vital and must be addressed. The staff must know how to use it and how to integrate it. The plan for technology staff development is structured so that it addresses the specific needs of teachers and students. The Journal of Staff Development has reported that staff development should not be a generic model. It should be individualized and tailored for small groups. The K-5 family organization at B.E.S.T. is ideal for ongoing small group staff development. It will cater to the needs of a particular group of teachers and students. Teachers will have the individualized support that has been proven to be most successful.

The appropriate staff development, the successfully documented CCC software, and meaningful learning projects, are the main components B.E.S.T. has put in place to accomplish the school goals. These components have been researched and proven to have had positive impacts on student learning.

Purchasing new technologies is very important, but that alone is not the answer. The ultimate goal for B.E.S.T. is to go beyond the simple deployment of new computers. Our major task is insuring that technology is being used in the most meaningful ways. For new technology to truly have positive affects on student learning, it must be embellished with effective teaching strategies and well-developed curriculum.
 
 

I. The following is an inventory list of the current Hardware at B.E.S.T.

182     IBM compatible, Pentium 133, 1.5gig hard drive, multi-media compatible
182     Philips/Magnavox 15 in. monitors with speakers
40      Okidata 610 e Laser Printers
5        Epson 800 color inkjet scanners
3         ScanMaker E3 Scanners
2         Kodak DC120 zoom digital cameras
2        Panasonic Video Cameras
6        VCRs
5        29 inch Philips monitors
50       Alpha Smart 2000 portable Keyboards
1        IBM compatible server
1        Magnavox server monitor
1        Plextor 9 CD tower
31      10 Base-T Hubs
2        SS II 3000 TX Switch
1        Minuteman UPS power supply
1         Kinovision Flexcam

There are 5 computers and a printer for student use located in each classroom as well as a teacher station-computer and printer-for each teacher. The Computer Lab is equipped with 25 computers, a scanner, and a color printer for student use and a teacher station. Each pod in the building has a computer located in it with a scanner and a color printer. The rest of the equipment is located throughout the building and available for checkout by the teachers.

II. At the beginning of the 1997-98 school year a technology survey demonstrated diverse levels of technology knowledge and experiences within the staff of BEST. In an effort to make all staff more comfortable and efficient with the technology in the building the following training opportunities were provided for the BEST staff:

a. Introduction to PC’s
b. Windows 95
c. Introduction to Word
d. Introduction to Excel
e. Spreadsheet applications
f. Introduction to Power Point
g. Into to Internet
h. Web Browser
i. Web Page design

III. Currently, students spend time on the computers in their classrooms and in the Computer Lab. Primary students are in the lab for 30 minutes a week and intermediate students are in the lab for 90 minutes a week. During this time, students are exposed to a variety of technology skills through cross-curricular projects and educational software. These comprehensive projects have technology skills infused within the teaching strategies and student work. The educational software is utilized in the lab and the classrooms. It supplements teachers’ lessons, introduces new concepts, and reinforces core curriculum skills.

Although the impact of technology has yet to be formally assessed, it has been illustrated that it has addressed the goals at B.E.S.T. by providing alternative ways to learn, to perform, and to be assessed. Teacher opinions and informal assessments have concluded that student motivation has increased in the areas of reading, writing and problem solving. This has encouraged students and improved the quality of their work. As more formal assessments become available, more accurate data can be recorded to demonstrate the effects of technology on students’ achievement in reading and problem solving.

Technology Implementation Plan
Hardware/Software	Justification	Action Plan	Timeline
Filtering Software	This software will help teachers and students monitor and practice appropriate behavior on the Internet. It will reduce the student’s chances of exposure to dangerous and inappropriate web sites.	Instructional Budget	First Year
Additional Memory for the Server	Additional memory for the server will help insure software will run more efficiently. It will also provide more storage for student projects.	Equipment Budget	First Year
Video Inputting and Editing Hardware	This hardware will allow students and teachers to incorporate video clips into computer projects.	Equipment Budget/ Business Partners	First Year
Poster Printer	This hardware will allow students and teachers to print onto larger sizes of paper for posters and displays.	Equipment Budget	First Year
Technology Resource Books	These books will supply quick and attainable technology support for teachers.	Title VI Budget	First Year
Lap Top Computers	This hardware will allow students and teachers to transport projects and presentations to such places as the following: BOE meetings, R&D forum, and Science/Technology Fairs.	Equipment Budget	First Year
Zip Drives	This hardware will allow cumulative student work to be saved in a portfolio format. This will document students’ technology knowledge and skills to guide future instruction for teachers.	Equipment Budget	Second Year
Educational Software	This software will supplement teachers’ lessons and provide reinforcement for students	Instructional Budget, Grants, and Fundraisers (Teachers will research and review software and submit request to the Technology Rep. of their family. The Tech. Rep. will submit request to the Software/Tech. Coordinator. )	First, Second, and Third Year
Replacement Equipment (i.e. headsets, disks, ink cartridges and paper)	This replacement equipment will promote and increase efficiency towards the completion of school’s goals.	At Risk Budget	First, Second, and Third Year
*Budgets indicated will be used on fiscal availability. As additional funds become available, budget declarations are subject to change.

Our staff development plan involves four major components. These components correlate directly with our technology implementation plan by training staff to effectively utilize the tools for implementation and evaluation. Training occurs during the summer, as well as monthly training with follow-up in staff study groups. Our school is organized into families, which include one class of Kindergarten through fifth grade. Each family has a head of household that assesses the needs of staff and schedules training accordingly for their designated family. In addition, each family will have a staff member (Technology Representative) who receives specific training on technological use then provides in-service to their family concerning this training. Also, the Tech. Rep. helps provide technological support prior to referral to the school’s Software Technology Coordinator and/or the Systems Administrator. This approach is known as our Stair Step Approach to staff development.

Due to Banneker’s pilot year of the Science and Technology Magnet implementation, drastic changes in personnel cause difficulty in needs assessment. Therefore, skills needed to provide evaluation and initial integration of technology into curriculum will remain the focus of our staff development.

During the summer of 1998, two full days are devoted to technological issues. Our Software Technology Coordinator will coordinate this staff development. The training includes the use of CCC software, a bundle of software focusing on language arts, math, and science, that our entire school will utilize for integration of technology and evaluation of the technology plan. Furthermore, Internet use policy and software training, including the use of Hyperstudio, will occur. The targeted results of this training include a working knowledge of CCC and other introduced software, as well as a thorough understanding of the ramifications of our Internet use policy. These results support the overall building goals by integrating math/problem solving and reading in all subject areas with technology to improve skills. Also during the summer of 1998, Kansas Cooperative Research Network (KanCRN) will hold two in-services. KanCRN provides collaborative research opportunities utilizing the integration of subject areas with technology as the research tool. On July 2^nd, training with video conferencing on collaborative research with Kansas State University will be offered. On August 3^rd, Global Warming and Stomata Density Projects will be presented for use in the classroom. Additionally, during the district’s Summer Institute, Using Technology in the Elementary Classroom, a KanCRN presentation, will be presented on August 5^th and 6^th at our site. The targeted results of this training is for a number of staff to attend and attain an introduction of what KanCRN offers the certified teacher, knowledge of the development of collaborative research projects, and training on reporting results on the world wide web.

Additional staff development will occur during the fall of 1998. Training on research based instruction using technology will occur monthly facilitated by our Math/Science Coordinator, Head of Household, and Software Technology Coordinator. Workshop subjects include: KanCRN projects, Geographic Informational System (GIS) with Greg Mader, Educationally Friendly Internet Sites, and basic computer care. Head of households will conduct study groups, which will follow the monthly workshops. These study groups will enable the Technology Representative and family members to give feedback to clarify subjects presented. The targeted results of the monthly workshops are to instruct teachers in the use of technology as an integral part of the curriculum and for study groups to promote clear understanding of introduced subjects. The results support the overall building goals by providing teachers with additional strategies using technology to teach reading with purpose and development of problem solving skills