The Lynbrook School District elementary technology program prior to 1995 was struggling, at best. Most classrooms were equipped with a computer and each school had a computer lab, but the equipment was not used to its fullest potential. Students learned basic keyboarding skills and worked with remedial software weekly, but there was no focused approach to technology training nor was technology integrated into classroom learning.

Lynbrook, New York, District Superintendent William Metkiff knew that the successful integration of technology and learning had to start with his teachers. "If the teachers aren't properly trained in the use of technology, they can't be expected to train the children or integrate it into teaching," he said. He also saw two additional components of a successful technology plan: hardware and software, and a student technology curriculum with age-appropriate learning objectives.

In mid-1995, Metkiff implemented a district-wide, in-service computer-training program, but the results were minimal. Classes were held irregularly and provided little guidance on how to incorporate technology into curriculum. Also, most teachers didn't have home computers on which to practice their skills. Metkiff soon realized he needed to institute a more structured training environment in order to ensure computer literacy district-wide.

Staff Development Program and Student Technology Curriculum

Bernie Buchweitz, Lynbrook's director of computers and educational communication, alerted Metkiff to a company that provided technology training services for schools. FUTUREKIDS offered a 45-hour staff development program and a student technology curriculum for grades K-8. The staff and student curricula taught fundamental skills in 10 different technology areas, including word processing, databases, programming, and more. Also, 15 hours of the staff development program were devoted to integrating technology into lesson plans.

The program was a good match for Metkiff's requirements. He started training Lynbrook's fifth grade teachers in May 1996. Twelve teachers attended classes for three weeks just before summer break, learning how to navigate around the computer and learning basic skills in such programs as Microsoft Word. Then, as an added bonus, each got to take a computer home for the summer.

"I wanted to make sure the training would be successful," said Metkiff. "To ensure commitment to the program, I gave the teachers computers so they could practice. They knew when they returned to school in September, there would be a mini computer lab right in the middle of their classrooms."

The teachers stayed in touch over the summer via e-mail accounts set up by Buchweitz. Meanwhile, he spent the summer wiring the classrooms and setting up the equipment promised by Metkiff. The result was five state-of-the-art, IBM-compatible PCs in each classroom connected to two printers, CD-ROM drives, and the Internet.

Teacher Training

The teacher training resumed the following September, building on skills learned in the previous classes. At the teacher's request, Metkiff implemented user groups that alternated biweekly with the two-hour FUTUREKIDS classes. The user groups provided the teachers with a forum in which to discuss their new skills and how to use them in the classroom.

The training has had greatest impact on four teachers at Marion Street Elementary who collectively revamped the way the district teaches its fifth grade curriculum. The foursome developed a comprehensive set of objectives for integrating computers into their shared curriculum. The objectives are modified as they learn what works well and what doesn't. In the user group meetings, the teachers preview upcoming subjects and brainstorm ways to work technology resources, such as CDs or World Wide Web sites, into the lesson plans.

"We are using the same curriculum Lynbrook has always used," said Merrie Fischer, one of the four teachers, "but we now are using technology every day to teach it." She cites an example: "every year, fifth grade classes take a field trip to Philadelphia. This year, the students experienced a virtual tour of the city before they went. Using Encarta maps and Internet sites, the kids mapped out their activities for the day. Using spreadsheet programs, they calculated how long it would take to travel from one location to another. Each student prepared a PowerPoint slide on one specific location in Philadelphia, which they shared with classmates before we left. Experiencing Philadelphia online made the actual tour much more exciting for them."

In September 1997, Lynbrook offered the FUTUREKIDS staff development program to third and fourth grade teachers, librarians, and language instructors. Additionally, Metkiff purchased additional hardware and software with funding provided by a bond issue passed last March.

"We now have the ability to enhance any topic we teach," says Metkiff, reflecting on the changes in his district. "And a key success is that students are involved in the learning process."