Webster Case Study

1
Webster Case Study

• Group One
• David Bair, Tracy Locke, Randi Watts, Kymberli
  Wregglesworth

2
Introduction

• Necessity of technology for students entering the
  world
• How technology improves education, according to
  the Institute of Education Sciences
• Technology in todays job market

3
Challenges

• How to acquire the funds for technology?
• Effective uses of the funds and assessment of our
  progress
• How to get educators to integrate technology and
  provide training
• How to integrate technology into the schools and
  the community

4
Funding

• 1.5 million grant from local automakers
• Update existing infrastructure
• Purchase hardware and software
• External assessment plan

5
Allocation of Resources

• Type(s) of Software
• Electronic communication
• Collaborative work
• Digital presentations
• Access information
• Critical analysis of information
• Express ideas and thoughts
• Reinforce and improve technology skills

• Computers
• Numbers
• Type notebook vs. desktop
• Mobility
• School Web Site
• Staff communication
• Parent communication
• Teacher Web Site
• Curriculum integration
• Distance Learning Opportunities

6
Allocation of Resources

• Crowell Elementary and Style Middle are most
  prepared for immediate integration
• Major infrastructure improvements will be
  necessary at Seybold High and Merriam Elementary

7
Allocation of Resources

• Evaluate teachers current usage and skill levels
• Create collaborative teams
• Establish technology mentors

• Create shared planning time
• Fund substitute teachers
• Support professional development and training

8
Professional Development

• Teacher technology survey
• Technology study groups
• Teachers as mini-technology experts
• Teacher mentors
• Workplace visits
• Just-in-time tutorials

• Utilization of tech-savvy students
• Teacher help line
• Paid time for technology development
• Time-equipment swap
• Reading list
• Online bulletin boards and chat rooms

9
Professional Development

• Money for graduate courses
• Attend course
• Successfully integrate technology ideas into own
  classrooms
• Follow-up requirement to educate colleagues about
  integration and new skills

10
Reaching Out to the Community

• Establish partnerships with external observers
• Alleviate criticism
• Relationships with possible future employers of
  students
• Utilize advice for improvementswhat do students
  need to know to be successful in a particular
  business

11
Reaching Out to the Community

• Communication
• Parent check of homework, grades, schedules, etc.
• Community check of events, sports, community
  service, etc.
• Teacher ability to communicate progress,
  performance, concerns, etc.
• Staff ability to communicate with one another and
  encourage more learning

12
Philosophy Pedagogy

• Assessment team
• Local business leaders, school administrators
  teachers create benchmarks
• Include county, state and national benchmarks
• Basic computer skills tests in 5th, 8th and 11th
  grades
• Catch-up class available to those who need it
• Inclusion of ESL and special needs students

13
Philosophy Pedagogy

• Students learn from computers
• Drill and practice knowledge already learned
• West Virginia study
• Florida study

• Students learn with computers
• Create a paper or project, or research and
  analyze data
• ACOT project

14
Philosophy Pedagogy

• Accessmust be on a daily basis
• Integrationincorporated into classroom, not
  separate class
• Broad-based reformdistrict-wide planning process
• Long Term Focusfunding, supporting and assessing
  technology programs

• Professional developmenttime and resources for
  staff development necessary
• Teaching styleteachers need to learn new
  instructional strategies and tech skills
• Balancebetween traditional teaching and
  technology
• Visionadministrator long-term view of the
  process of integration

15
Assessment

• Enhance engaged student learning
• Integrate technology goals with curriculum goals
• Improve communication between school staff,
  students, parents and other stakeholders
• Augment the creativity and effectiveness of
  teacher instructional practices, strategies and
  methods

• Foster collaborative partnerships as part of a
  local, national and global learning community
• Provide direction for strategic planning and
  allocation of resources
• Measure and predict the sustainability beyond
  initial introduction

16
AssessmentThree-Step Process

• Step One
• Create an evaluation committee
• School administrators
• Students
• Teaching staff
• Community business stakeholders
• Develop and evaluation strategy
• Develop program indicators outcomes

17
AssessmentThree-Step Process

• Step Two
• Collect data information
• Stakeholders surveys
• Stakeholder interviews
• Classroom observations
• Student assessment
• Portfolios
• Classroom performance records
• National state assessments
• Analyze data

18
AssessmentThree-Step Process

• Step Three
• Tally evaluation data
• Report findings
• School website
• Hard copy access kept at each school and District
  office
• Utilize data to formulate recommendations