|
April 1, 2002
Support and Train Teachers for Success with Classroom Technology
By Janice Friesen
Mention technology and many educators will begin relating horror stories: how they couldn't find the On/Off switch when the first computer was dumped in their classroom sans training; how long it used to take to search for websites with a 14.4 modem; or how few curriculum resources there were for inquiry-based learning. But teachers in Missouri's eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) classrooms are telling different stories these days - success stories.
eMINTS helps eliminate the barriers to technology use in classroom by providing a high level of support for teachers as they integrate multimedia technology into inquiry-based, student-centered, interdisciplinary, collaborative teaching practices. The eMINTS Program is sponsored by Missouri's Department of Elementary and Secondary Education and administered by MOREnet (Missouri Research & Education Network), Missouri's state education network.
Barrier 1 - Isolation
Many teachers feel that working alone creates a major barrier to their successful use of technology. To combat this isolation, eMINTS teachers are divided into regional clusters that meet for training three times each month to share successes as well as frustrations.
"I found sharing resources, lessons, trials, tribulations and successes to be the most beneficial part of the eMINTS meetings within our cluster," one teacher said "I found being able to share curriculum ideas and lessons with teachers in my grade level invaluable. It cut my work at least by half. Sometimes I am in my own mindset about how to use my technology, and listening to others opens up completely new avenues. Each time I got an idea or a new site from another teacher I found it linked me to many others. I feel that getting mere instruction of the 'technological' aspects of using the technology would not have been very beneficial without the networking time within our cluster."
Classroom-experienced and technology-literate Cluster Instructional Specialists (CIS) not only lead training sessions for each cluster group, but also visit classrooms regularly and are always available by phone or e-mail. CIS often act as catalysts, bringing ideas from one classroom to the attention of other teachers and encouraging cooperation and joint problem solving among cluster members.
All eMINTS teachers subscribe to two discussion lists. One large list involves the eMINTS teachers from the whole state while the other list communicates only with others in their cluster. These discussion lists give teachers a place to ask for help as well as to share new ideas and abilities.
Barrier 2 - Lack of Training
Many teachers come into the program as computer novices. Some even describe being in tears at the first meeting because they couldn't make the mouse go the right way. But by the end of their first year in eMINTS they have a whole new level of confidence and expertise. One teacher, who calls herself "the poster child for the project," created the class website.
eMINTS training does require a large time commitment. Teachers spend 100 hours outside of class time the first year and 75 hours the second year in the program. In addition to the outside of school hours they meet together for four days (first year) and two days (second year) for concentrated training and interaction. A carefully constructed sequence of professional development modules leads teachers through training on software and through developing instructional strategies for technology-rich classrooms.
Many teachers have the mistaken idea that if they just had enough of the right programs the students would learn. eMINTS trains teachers to design inquiry-based curricula that meet state standards using a basic set of tools: word processing, spreadsheet, presentation software, graphics organizing software and a Web browser. They also learn website construction and the use and writing of WebQuests. eMINTS training emphasizes topics like classroom management, collaborative learning and inquiry-based instruction using technology in addition to maximizing basic software skills.
The chance to become learners and to experience their students' motivation invigorates teachers. Several eMINTS teachers were close to retirement but have decided to continue teaching. Over and over they say, "I could never go back to teaching without the computer!"
Barrier 3 - Lack of Time
Moving to inquiry- and project-based instruction that integrates technology and Internet resources successfully into classrooms demands an enormous amount of time devoted to finding and evaluating appropriate resources. eMINTS breaks through this barrier by creating and sharing resources among its participants as well as making them available to all educators.
- eThemes provides resources for themes requested by eMINTS teachers. Graduate students search for age-appropriate, content-rich, child-safe resources for each request. Though only eMINTS teachers may make requests, anyone can use the online database of over 600 resources.
- Classroom websites created by teachers throughout Missouri offer another growing resource for teachers, eMINTS participants and other educators as well. These sites include examples of design and content.
- Many Missouri teachers have adopted the instructional planning model called WebQuests based on Dr. Bernie Dodge's work. The WebQuests created by Missouri teachers and evaluated by eMINTS staff are available for all teachers to view.
Approximately 430 classroom teachers have participated in the eMINTS Program. The Office of Social and Economic Data Analysis (OSEDA) acts as an independent evaluator for eMINTS. Its evaluation is designed to help understand the effects of a technology-rich environment in elementary classrooms. Preliminary reports, based on students' successes, teachers' and parents' observations and staff evaluations, indicate that eliminating some of the barriers to technology use in classrooms has positive, measurable effects on learning and teaching.
Resources
MOREnet
eMINTS
eMINTS professional development modules
Bernie Dodge's resource on writing and using WebQuests
Independent evaluation documents significant changes in eMINTS classrooms
Email: Janice Friesen
Janice Friesen is an instructional specialist for MOREnet, Missouri's state education network. Part of the University of Missouri System, MOREnet provides Internet connectivity, training and technical support to Missouri's K-12 schools, colleges and universities, libraries, teaching hospitals and clinics, state government and other affiliates.
|
