Your article is intriguing. I've been co-President of the Parents Association at the NYC Lab School for the past two years, and have watched my two kids become very effective internet researchers (though mostly for entertainment resources, also for schoolwork). Lab is a "gifted & talented" public school in Manhattan that relies heavily on parent volunteer work and funding. The school's co-directors are truly gifted administrators, but overwhelmed with the running of a school housing 6th through 12th graders. They have their hands full writing grant proposals and administering. The school just graduated their first senior class and was tremendously successful in college placement.
Due to the time needed to run my company, I will not be on the PA board next year, but would like to stay involved. Perhaps I could help Lab make more effec-tive use of the impressive computer facilities they have, which include 10-20 Power PC Macs (all in one room) and a part-time computer trainer who helps out during computer study halls. I'm not sure how many internet connections are available. I know the cost of installing the necessary dedicated lines has been a roadblock to connecting many machines.
I will follow up on some of the leads you've given in your article and will get myself on the Technology Committee next fall. If I come across something of value, I'll pass it on.
One question: Do you think your column will get much attention, coming as it does after school is out for summer holidays? [NYC public schools don't close for another week!]
[I shared Mr. Pred's fear. But Judging by the response and the interest in the list, this has not beern a problem--MOD]
Steve Pred
Pred Materials International, Inc.
The Lincoln Building, Suite 1456
60 East 42nd St.
New York, NY 10165
ph. 212-286-0068
fx. 212-286-0072
predmatsp@aol.com
Detlef Johl asked that I forward a copy of a recent letter which was CCed to me as he was having mail problems. Let me introduce myself and you will understand my involvement with Detlef and Rhonda Toon (who also sent a letter to your at-tention). I am the Passport to Knowledge Education Outreach Coordinator.
One of my responsibilities is moderating our online teacher discussion forum, discuss-lfm. Recently, I saw an article that was posted on the Business Week web site authored by you requesting submissions of successful (and not-so-successful) examples of the integration of technology in the class-room. I posted a note to the discuss-lfm forum encouraging educators to submit their stories. Many educators, like Rhonda and Detlef, have shared their experiences online in the discuss-lfm and other PTK project forums so we are very much aware of their triumphs and the challenges faced by today's educators.
If you would like to know more about the Passport to Knowledge project (NSF, NASA, PBS K-12 Learning Services supported distance learning electronic field trip project that connects students with "real science, real scientists, real locations, real time") feel free to contact myself (608-786-2767) or Project Director, Geoff Haines-Stiles (908-273-4108).
Good luck in your quest to discover the depth and breadth of technology integra-tion in today's schools!
Jan Wee, PTK Education Outreach Coordinator
My name is Detlef Johl. I am a 6th grade teacher at Kessler School just on the outskirts of Helena, Montana. All of Montana is considered to be rural, never-theless there are some schools which are very rural in our state. In Montana, like several other western states, there are many school districts each governed by individual school boards, and each school district relies heavily on local funding for their schools. In Montana we face the same problems as other schools face across the nation, "lack of federal and state funding" and there lies the weakness in our education system. I would like to share My school's success and especially my 6th grade's success in regards to integrating technology into our curriculum.
Along with all the success there has been quite a bit of disappointment and failures in regards to even bringing technology into our school. I mentioned above the lack of funding for our schools, that has been the main contributing factor in the slow acceptance of technology. When the question arises, "Do we repair our roof or buy computers," the maintance of the building or other such need takes precedence. Therefore teachers, parents, and school boards have been reluctant to jump on the technology bandwagon. However, as bleak as it may seem at times, we are making progress. The state has supported a statewide bulletin board to connect the 523 school districts across the state. The universities and private colleges have begun to provide teacher training courses for technol-ogy, so many new teachers entering the field are much more computer literate than those of us who have been teaching for the last eons.
Therein lies the success. Those of us who have had the opportunity to acquire technology education and have embraced it have been able to impact our schools by disseminating information and providing training to staff members, parents and school boards. Though teachers like myself are making progress, that is where we find the greatest disappointment. Teachers are reluctant to accept our enthusiasm for they face the fears that technology brings with it, as well as knowing that their school does not have the means to make a major commitment to-wards the purchase of hardware and software.
I have fought this battle for years, but looking back I can see the progress that our school has made, through schoolwide efforts we have been able to pur-chase equipment for teachers that have shown an interest and provided training to them.. Classrooms like my 6th grade have benefitted tremendously from the do-nations we have received from individuals and businesses who have wanted to in-sure that students have the ability to access technology. Therein lies my greatest success, the bridging of community and school to provide technology to enhance the curriculum.
Success like this is due in part to programs that provide technology training to teachers. One program in particular is the Passports to Knowledge program. Through PTK, teachers like myself have been given the opportunity to acquire training that is relevant to the needs of our students. We then can bring this information back to our schools where we are able to create excitement amongst our students and school community, showing parents the need for technology is a necessity. I have participated in many such programs, and the one that has made the biggest impact on our school is the PTK program.
Last school year, my school adopted the PTK theme and integrated it into a schoolwide curriculum enhancement. PTK provided real scientist, in real time from real locations with the theme being centered around the Mars Missions, Global Surveyor and Pathfinder. Though not all grade levels use space in the their science curriculum, teachers were able to pick and choose other science concepts to supplement what they were doing. To see a whole school, parents, and school board come together makes for an educational environment that is beneficial for students and parents. The culminating efforts were when we de-voted an entire week to "Space Exploration" which included everything from draw-ing pictures, to making videos and broadcasting them through our school video system that we invented for just this purpose.
For the 6th grade, the space theme and involvement with PTK continued throughout the entire school year as we were involved in projects that we developed with the help of the network of teachers that were trained by PTK last summer. My students em ailed question to scientists and received replies, we developed a Pathfinder simulation landing, and videotaped the results which were aired on national TV. My students were truly part of the Pathfinder mission, as well as many other schools who worked with PTK throughout the year. I hope that my stu-dents will be able to continue future involvement with such fine programs like Passports to Knowledge.
IN ADDITION: The training that I received from PTK last summer opened my eyes to many other possible creative avenues on using the internet and technology. With the ideas and insight I was given I have been able to tailor my technology needs for our school and my classroom. Involvement with PTK also has given me many opportunities and successes in acquiring technology funding through grants and awards for using technology in the classroom.
These awards and grants have been numerous this past year. As I mentioned at the beginning, funding is scarce for a one school like district such as ours. Using the ideas PTK has inspired me with, I have received close to $17,000 in funds, equipment and training for staff members in our school. That is more money than our school has been able to spend for technology over the past several years since our school board decided to actually fund technology as part of their an-nual budget.
One of the projects which has brought our school statewide attention is the con-cept of Electronic Field Trips. PTK inspired me last year to come back to Kess-ler School and incorporate the ideas that were presented at the Virtual Confer-ence that they included teachers from across the country in. I was able to put a team of teachers, and parents together to develop a plan in which we would be able to provide field trips around our school and share the information from the field.
Using laptop computers, and a cellular connection we will be able to transmit data directly with team members in other locations via direct computer link, or the internet, to students in the 6th grade computer classroom. This would be expanded to other students that we could contact on the internet worldwide.
Students across grade levels would be able to team up with students in the field where they can share the resources at school and from the field as well as col-laborations with other students anywhere else. Using digital cameras, and video conferencing software, This type of education breaks down age barriers, and cultural diversities. It not only integrates learning across the curriculum but integration among all students. Not only does the classroom no longer have four walls, neither does our local environment.
Projects such as this will be the future in education. Books will always have their place in our schools, but the need for immediate and the latest informa-tion to help our students in their changing world will be a necessity. Projects like PTK, provide a valuable resource to teachers not only in the training that they provide but the impact that they have on local school districts nationwide. Most important though is the inspiration that it gives to teachers like myself who are able to use what we have learned and make education for our students meet the needs of the future.
If you have any questions about this project or others projects that I have been involved in, please let me know. I am enthusiastic about sharing what I have done so that other teachers will be able to have the same success that I and other teachers at my school have had..
Sincerely yours,
Detlef Johl
[PTK participants seem extremely enthusiastic about the program. Any more of you out there?--MOD]
I wanted to respond to Stephen Wildstrom's article "READIN', WRITIN', AND THE INTERNET" He asks for responses in the last paragraph. I have several that I hope you will pass along.
1. Please ask him to check out the new "EMATE" from Apple Computer. This ma-chine was designed by teachers for students and has the revolutionary ability of cross platform compatibility, portability (a 24 hr. battery supply and light weight), internet access, spread sheet word processor, draw on the screen capa-bility, and plug ins for scientific data gathering among other things. check out their web site for emates at http://education.apple.com/. As a teacher, I have been tremendously excited about using these affordable machines in the class-room.
[I did a column on E-Mate in the May 5 issue of Business Week. It's available online at www.businessweek.com/1997/18/b352534.htm --MOD]
2. Our school teaches a computer modeling course on our Macs which gives the students what I believe to be first rate problem solving skills that enhance mathematical reasoning at a practical level, promote internet research, and pro-vide us with students who have excellent computer skills. The program is called STELLA and is out of this world. Please ask him to email me if he has questions or would
like to see student projects.
Teachers are excited about the era we are entering now. The use of html and web design to make interactive lesson plans cheaply and quickly is unparalleled.
I know time is short. Thanks for the article Stephen and give me a call if you have any questions.
Sincerely,
Rob Short
