Learning is a Lifelong Process

Learning is a lifelong process. For both the faculty who participated in the Technology Integration Professional Development project, and the students who benefitted from it, the process is definitely thriving.

Supported by a grant from the Innovative Technology Education Fund, the Cooperating School Districts (CSD) of St. Louis County hosted a professional development program for educational leaders from three elementary schools during the 2007-2008 school year. The goal of the program was “to provide a team of educational leaders with technology hardware, software and professional development in order to enhance learning and student achievement,” according to Ruth Litman-Block, Director of the Virtual Learning Center of CSD. Measured by teacher participation and enthusiasm, or by students’ achievement, the project met and surpassed its goal.

Each school received a SMART Board, a projector, a laptop, and three handheld computers (TX Palms) with a wireless keyboard, mouse, and remote PowerPoint presenter. The schools also received two pieces of software: ThinkLink, a formative assessment tool with a bank of intervention items to provide differentiated instruction to students, No Child Left Behind subgroup reports, and longitudinal tracking; and GoObserve, classroom observation customizable software for the handheld.

Three educational leaders from each school attended the professional development seminars, which instructed them in the use of the new equipment and software and fostered collaboration within and among the participating schools. The teams included the principal, a tech support person and a teacher leader from the grade level where the assessment tool was used. The team approach was particularly effective in creating a “focused direction with training and open communication about improving student achievement with the use of technology,” Litman-Block reports. Using a “train the trainer” model, the teams received detailed instruction on use of the software from Discovery Education, the ThinkLink vendor. Teams were also required to take an audit of the currently available technology and its application in their schools. With the new software, equipment and audit, the teams developed an action plan for increasing student achievement and delivering professional development to their colleagues. In this way, the instruction received by the teams could be disseminated to other educators at each school. Participants also attended the Midwest Education Technology Conference and shared their learnings with project classmates and others in their districts.

At the end of each session, participants were asked to reflect on the class. Here are a few of the positive reports:

“Having the work time to integrate technology in the classroom curriculum is outstanding. This type of assisted workshop is the most beneficial workshop to any teacher.” Cheralyn Kirton

“Today I learned that with Google Earth, I can pretty much go anywhere in the world and use that technology to teach any subject matter. I flew over the Andes, walked in the heart of Madrid where Cervantes used to stroll, and even viewed the ruins of war torn Iraq. Amazing. ” Kevin Grawer

“Using what I’ve learned, I am going to: group my students according to the data in the test results; restructure my lesson plans to include those skills that the students need to work on; and discuss the individual test scores with each student so that together, teacher and student can work on strategies to improve academically.” Audrey Boaz-Chambers

Educational leaders report that the Technology Integration Professional Development project has had a very positive impact on the students. The project tools gave educators the ability to adapt curriculum to individual student learning styles. This differentiated instruction, coupled with greater engagement in class activities, contributed to significantly improved MAP (Measures of Academic Progress) standardized test scores. In all classes where the technology was integrated, students achieved up to a 10 point improvement in the communications arts, which moved them from a “below basic” to a “basic” rating, and some improved two levels to “proficiency.” With these outstanding results, project leaders are excited to build on this success in the coming academic years.

Having learned how to use the tools, teachers can create lessons and unit plans to “engage the students and ‘cross pollinate’ among teachers and between districts,” says Litman-Block. The “train the trainer” model used in the professional development classes will serve the teachers well, as those who took the training will now actively work with their school colleagues to integrate this technology into more classes. The integration is a high priority for all the schools, as each has revised the budget to provide the tools to all grade levels. “The professional development training and support is essential to using the tools properly” and helping teachers use them to their fullest potential, notes Litman-Block. As educator Kevin Grawer put it, “This training was very fulfilling and relevant to my work as an assistant principal. The more up-to-date I am with technology and classroom practices, the more I can direct and guide teachers to best utilize it. In the end, the students benefit—this is always the goal.”

The ITEF grant successfully supported the Cooperating School District’s mission: to help teachers improve student achievement through 21st century learning. This learning—for pupils of all ages and in every level of the system—is essential as the schools embrace the future.