An Integration/Inservice Model That Works.

Five years ago, there were 30 Apple IIe computers tucked away in a lab and the only teachers who used them were the business teacher, a computer programming instructor and an occasional math teacher, but today there are three Macintosh labs: one networked lab, one non-networked lab and one open-access lab.

Abstract

Five years ago we had 30 Apple IIe computers tucked away in a lab and the only teachers who used them were the business teacher, a computer programming instructor and an occasional math teacher. We worked each year presenting inservice to our faculty and encouraging their use of the available technology, but something was missing. There was no interest in bringing technology into the broader curriculum areas. Today we have three Macintosh labs: one networked lab, one non-networked lab and one open-access lab. We have two Quadra computers linked to ISDN lines, five mobile CD-ROM stations with color computers and LCD projection panels, two videodisc players with color computers, one flatbed scanner, a Canon still-video camera, five modems, six Apple PowerBooks, two stationary teaching stations with LCD panels and computers, two mobile carts with LCD panels and computers, one dedicated computer and printer for faculty use, a dozen Internet accounts, one AppleLink account, one Minitel account and a fully automated library system with online database capabilities. Our administrative offices are completely automated. The IBM platform is used for attendance, grade reporting, scheduling, accounting and development; Macintoshes are used for word processing, desktop publishing and file sharing. We have formed business partnerships with Apple Computer, Inc. (Christopher Columbus Consortium), US West (Compass Project), Honda (Tapestry Grant program), and GTE North (Pioneering Partners in Education program in conjunction with the Great Lakes Council of Governors). We have education-to-education partnerships with the University of Minnesota, the University of St. Catherine, St. Louis Park public schools, St. Paul public schools, Breck School, Hill-Murray Middle School and St. John the Baptist Parish School. What happened to promote such a radical change in a mere five years? How Did We Get From There to Here? We started with an initial partnership with Dr. Ann Hill Duin, Department of Rhetoric, University of Minnesota. This partnership focused on writing across the curriculum. We invited seven faculty members (all computer illiterate) to make both a commitment to significant inservice for themselves and a technology project with their classes. In a conscious effort to make participation non-exclusive, we invited faculty members from varied curriculum areas (English, religion, special education, science and math). Despite development problems with the software (it was a Beta version), they all came up with a project. In some cases they completely rewrote their entire curriculum (English, grade nine); in other cases, they focused on a small project. The teachers' enthusiasm and excitement about what their students were doing led to an intensified interest by other faculty members about using technology in their classes. Teachers' hard work and dedication, and our partnership with the University of Minnesota staff, were instrumental in obtaining our first successful grant from the Christopher Columbus Consortium sponsored by Apple Computer. We had a valuable program in place in which college students were mentoring ninthgrade students in writing, and Apple was in the process of expanding a program they had piloted in the Southeastern United States. The direct result of becoming a consortium member was our first Macintosh computer lab; Apple donated a large portion of the equipment. In addition, our membership created a national network of other educators trying innovative technology applications. This network has since expanded to include 48 sites internationally. Each site consists of a postsecondary institution and either an elementary- or secondary-school partner. What Happened Next? Soon faculty and staff began to get really excited about the possible ways technology might enhance their curriculum. They were not interested in technology for technology's sake, but rather for better teaching and better learning experiences for students. …