The BrainBinder Project: Stories from the Stakeholders

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The BrainBinder Project Stories from the
Stakeholders

• Alec Couros
• Vi Maeers
• Twyla Salm
• Kathy Nolan
• March 20, 2002

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Background

• In Spring 2000, four school divisions entered
  into an agreement with SaskTel and Sun
  Microsystems to deliver and support computing
  services to schools using the SunRay system.
• We now take you back to the Spring of 2000.

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The Promise of the SunRay
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Key Features

• Server based computing all processing done on
  server NO local upgrades EVER.
• Session flexibility hot desking
• No setup required plug and work
• Resource and application sharing any user can
  access any application from anywhere there is a
  SunRay.

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Even MORE Features

• Silent operation no moving parts.
• Smart card operation no logins required no
  passwords forgotten.
• Ease of maintenance all repair and
  troubleshooting done on servers, not on each
  machine.
• Data Security. Never lose another document
  again.

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Yes Even MORE Features

• Forget about Microsoft Office () We offer
  Star Office for FREE.
• QLO High end communication system will keep all
  teachers, staff and students connected!
• All educational applications will be hosted from
  the web and will be universally available
  throughout the division.

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Bottom Line

• BOTTOM LINE Save money!!!
• no upgrades, no local operating systems (i.e.
  windows) or expensive software.
• Heres a powerful, secure computing system that
  will allow teachers and staff to do whats most
  important in schools facilitate learning.

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BrainBinder Evaluation

• Site visits by research team February 2001
• Survey of 485 teachers, 62 administrators, 30
  resource-center librarians, 13 technology staff
  March to April 2001
• Focus groups with teachers, administrators,
  students and technology staff May 2001

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Teachers Views

• Goals of the Project
• Greater access to computers
• Increased resource based learning
• Increased student computer literacy
• Combined Systems
• Teachers wanted a combination of systems (SunRay
  and PC)

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• Major improvements
• Greater computer access
• Access to a wider range of applications
• Faster access to information and applications
• Increased resource based learning and student
  computer literacy development
• There was more down time which was not an
  improvement
• Integration of computers into curricula had not
  increase

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Personnel Problems

• Implementation was problematic (delays, timing)
• Lack of consultation
• Lack of time to learn about the system
• Experienced little resistance from parents or
  pressure from superiors
• Inservice was sufficient

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• Kind and Extent of Use
• SunRays were used in the classroom more often
  than the
• Other computers in classrooms, Other
  computers in labs or
• SunRays in labs. (SunRays were the only option
  for many)
• Occassional use of computers as learning stations
  in classrooms
• Used mostly for Internet search skills and
  researching for reports
• Greatest use was in Language Arts

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• The SunRay System
• Most beneficial feature was the internet browser
  and Star Office
• All other features rated dissatisfaction ie)
  Brainbinder applications, the Learning Station,
  Typing Tutor, Brainbinder Portal and QLO

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• System Problems
• Everything listed on the survey was identified
  as a problem
• Downtime
• Transfer of files from home to school
• Absence of peripherals
• Lack of manuals

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• Focus Group
• Teachers stated they were struggling with
  instructional methods when they only had 4-5
  computers in the classroom.
• Increased sharing of classrooms.
• Lack of K-3 educational applications, plug ins
  and shockwave,
• Lack of grading and mark entry program and French
  applications
• Intraschool communication cut down on paper

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In-School Administrator Views

• Goals of the Project
• Greater access for students
• Integration of IT
• Increase in resource-based learning
• Combined Systems
• SunRay PC system, unless more SunRay
  applications
• Major improvements
• Increased access to computers and to web-based
  applications
• Perceived lower software and maintenance costs
• Division standardization

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• Personnel Problems
• Timing and delays in project implementation
• (Consultation before and after implementation not
  seen as a major problem)
• System Problems
• Absence of an administration package
• System downtime
• Absence of peripherals
• Kind and Extent of Use
• Teacher use of SunRays greater in classroom
• Administrator use of SunRays mainly for word
  processing and record keeping some for e-mail

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• Changing Roles
• Increased proportion of time to professional
  development (own and staff), and to communicating
  with teaching staff
• Expectations for teachers to attend professional
  development sessions, to integrate computers into
  teaching (including teaching internet searching
  skills, keyboarding)
• Motivated by evidence for future possibilities

I see teachers and students developing web
pages, grassroots projects and assignments that
never happened before. They are learning and
doing more in school using technology that
literally blows me away
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Views of Technology Personnel (quick summary)

• Greatest Improvement(s)
• greater access for students
• Faster access to information/applications
• Increased student computer literacy
• standardized desktop
• less maintenance required
• Least Improvement
• - access to a wider range of applications

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What students are saying

• Comments and quotes
• 1. Computers different in labs (PCs) and
  classrooms (SR)different purposes
• 2. Internet e-mail word processing research
• 3. Data files symbols on screen easy to follow
• 4. file manager should be closed Corel and
  Star Office dont work together The more people
  on the server the slower it gets. We need to
  lower the ratio of computers to a server.
• 5. not much has changed just another way to do
  research

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What students are saying

• 6. (were) headed in the wrong directionnew
  system should work with the old PCs are out of
  dategood to have new machines
• 7. old teachers dont use them or like them
  younger teachers really like them and use them a
  lot those who knew computers before just use
  them like they used the PCs my teacher doesnt
  use them much he waited for the kids to figure
  it out and then they (kids) taught others

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What students are saying

• 8. too many printing problems SRs freeze too
  muchwhen they do that I just walk away I just
  press ctrl-alt-halfmoon and restart the computer
  should have bigger rooms to fit the computers10
  in a roomone to every two students we need
  more programs to run on the computer difficult
  to log on something is (often) wrong with the
  server Corel and Star Office need to be
  compatible

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What students are saying

• 9. I do assignments at school on the SRif they
  are small ones. At home I use quatro-pro files,
  slide show presentations, software, games, the
  Internet and other documents SRs are slower
  than PCs. At home I use the Lotus program and
  Internet sites. I can download stuff at home
  I cant at school We dont use the computers at
  school like we use them at homedifferent reasons
  to use them

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What students are saying

• 10. We know what to do--we just wish the
  teachers would let us do it! Sure, computers
  are the futureyou have to understand many
  different types of computers.
• 11. I learned by eavesdropping! (on the
  technology consultant teaching my teacherthen I
  showed my friends how to do it) I know how to
  FTP and I taught the technology consultant! It
  took me five minutes to figure it out on my own.
  I sit at the computer and play! Just
  learning things ourselves is easier. Teachers
  dont know enough. students helping students

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What students are saying

• Tell MR SUNRAY to make the system able to
  download programs and tell MR INTERNET to make it
  more compatible
• A quote from a middle years student

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Response to the Students

• Enabling students to learn about (and with) the
  SR environment in a manner compatible with
  students learning styles and learning needs may
  demand a change in teaching style.
• This kind of massive computer implementation
  challenges school divisions to address issues of
  student learning and to provide adequate,
  appropriate, and just-in-time teacher inservice.

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Major Findings

• Increased access resulted in increased use of
  computers in both labs and classrooms
• Lab configuration preferred over classroom
  mini-labs (4-6 computers) but classroom use
  increased
• Most activity at grades 5-8 level internet,
  report research, report writing

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Major Findings

• - Little evidence of sophisticated integration
  into curriculum WebQuests, web pages, learning
  stations, and presentations
• - Major system problems downtime, file transfer,
  lack of peripherals, lack of help manuals
• - SunRay system should be used in combination
  with a PC/Other system

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Major Findings

• - Project delay caused most dissatisfaction
  followed by lack of consultation
• -More technical than pedagogical help initially
  required by teachers
• - Teacher received most support from other
  teachers
• - In-school technology personnel are highly
  appreciated

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Important Quote

• the dramatically increased access to computers,
  particularly in classrooms, is creating a
  paradigm shift in teaching and learning
  increased computer access to educational Internet
  sites and learning applications enables students
  to pursue their unique learning goals through
  resource-based learning however, paradigm
  shifts take a considerable amount of time are not
  without severe growing pains.

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Concluding Note

• Overall the message received through the research
  project has less to do with technology and more
  to do with people and their perspectives on
  change.