Jennifer Greengart

May 18, 2005

Telecommunication Through the Internet

Mr. Phillips

Ms. Kerstetter

Article Review: “Broad and Deep: Achieving Whole-school Change with Technology

By: Judith Davidson, Elizabeth McNamara, and Kevin McGullivray

This article discusses the plans of the Hanau Model Schools Partnership to successfully integrate technology into, and beyond the classroom. The article enumerates ways how the four schools included in the partnership made commitments to familiarize and eventually master Internet tools, and thereby create a technologically advanced community.

When the technology-based reform plan had begun in 1995, the four schools involved had very little exposure to technology, and therefore were not up to the task of successfully integrating technology in their curriculum. Four years later, the teachers are not only proficient, but they serve as the master instructors with regard to the Internet and multi-media tools.

The article discusses how usually schools will adopt one of two approaches with regard to technology integration: a “trailblazers” approach, whereby technology is taught to those eager and interested; or an “equity” approach, whereby the base foundations of tools needed are taught to all teachers. All too often, the result is that focus is on the actual skills, but NOT on introducing the skills with regard to their teaching.

The Partnership wanted to formulate ways whereby the teachers would not only learn the skills, but apply them. They accomplished this in four ways. First, they produced a common tool kit for the teachers; this required all teachers to learn the same programs and applications. The second step was by providing the teachers and administrators with professional development and summer training courses. Once the skills were taught, the third step was for all teachers to make Technology Action Plans. This is a plan whereby the teachers need to choose one application to focus their plans for integration into their curriculum. This way the teachers are required to apply their skills, and it also gains by allowing the teachers to personally choose the application that fits with them. Fourthly, the teachers were required to choose one unit and develop a plan to integrate technology into that unit.

I feel that this plan made by the Hanau Model School Partnership is an excellent way for schools to not only teach the skills, but actually reach the goal of applying them into the classroom. By requiring the teachers to attend seminars that are specifically geared to teach common application tools, and by then having the teachers implement them into the classroom, the school achieves the task of creating a school-wide technological community. The article explains that improvements included: an overall raised “technological IQ”, parent-involvement, peer coaching, professional development, etc.

It is so imperative for schools to develop similar programs that help teachers bring the technology into the classroom. Many times, professional development with regard to new technological applications remain in a “professional development vacuum”, and teachers rarely leave the seminar changed from how they entered. By instituting mandatory programs for application and implementation, schools have a greater chance for success.

I especially appreciated the idea of the TAPs (Technology Action Plans). This is a great way for teachers to be able to personally choose their favorite modes of multi-media and technological applications, within the common tool kit of the school.