Technology Mentors

Not every district has a full-fledged technology training center, but Eanes I.S.D. in Austin, Texas, does. The district recently reorganized its staff development practices and, as part of the reorganization, established a computer lab/training center in available space at an elementary school in the district.

District teachers receive intensive training at the center during a summer program in which successive cohorts of teachers become technology mentors. Jeff Meyer, the district's director of instructional services and technology, describes the training as "being something like multilevel marketing. A few teachers from each school (two per elementary, three per middle school, and four per high school), come in for training on the standard applications we have on our district-level wide area network. This includes programs like HyperStudio, Inspiration and Office. In addition, they learn enough about hardware to support the campus technology coordinator. We don't want these teachers to become service technicians, but if a typical problem arises, we want them to be able to work it out as quickly as possible."

The technology mentors are expected to bring what they have learned back to their schools and provide ongoing staff development to their colleagues. In addition, they help set up systems for selecting appropriate software and assist with the many routine problems that crop up during typical computer use. As part of the mentor program, each participating teacher receives his or her own computer system. The mentors also receive training throughout the school year on a periodic basis.

In addition to training teachers, the program also reaches out to school board members. "We want to be sure the board has complete confidence in what we are doing," asserts Meyer. "We think the best way to do that is to have at least one board member participate each summer." Next summer, the program will include student mentors on a trial basis to see if they can further support the growth of technology at Eanes.

When asked about the highlight of the program, Meyer singles out the enthusiasm of the newly trained mentors. "They can't wait to get back to their schools and spread the word." As for shortcomings, "Teachers have to apply to participate, and we only have a limited number of slots available. We have turn some teachers away, and it's heartbreaking. Fortunately, we have ongoing funding, so teachers who don't make it one year can usually participate during the following summer."

Make Them Believers

As a vice president for FUTUREKIDS, a national organization that provides technology training to teachers around the country, Glenn Schenenga visits dozens of schools a year. From his experience, the secret to a successful staff development program is simple: "It's important for all the stakeholders - from the teacher in the classroom to the parents and community members who support the schools with their taxes - to believe in what you are doing. Once you've convinced them, staff development will become an integral part of the educational system."

Before FUTUREKIDS initiates any training, they meet with key stakeholders, including teachers, administrators, parents, community members, and others to work together on a vision statement. "I know this phrase is overdone, but it's really important. We encourage key players to develop a wish list of what they want students to do once they’ve completed their current educational experience. This might include graduating, getting a job, going on to college, or moving from elementary to middle school. You'd be surprised at how many people associated with schools have never looked at education this way."

Once key personnel have developed a general vision statement, Schenenga helps them identify the curriculum elements needed to accomplish the goals that are part of the vision. Only then does he start talking about technology. "It all comes down to a series of questions - things like, 'What do we want students to learn, how do we want to teach it, and how can technology help?' At that point, we've defined the process so clearly that we can initiate training knowing that everyone involved understands where we want to go and how we want to get there."

Schenenga adds that one of the most important elements of staff development is realizing that teachers are committed professionals. "Virtually all teachers are extremely dedicated to what they are doing. Our goal is trainers is to build on this dedication and make sure that teachers are comfortable with what we are doing and recognize that we are trying to help them do their job better."

Growing Together

The place best known for exporting the Clampetts to Beverly Hills as a little known secret: It's one of the hottest technology states in the nation. It gave us a national and a regional Teacher of the Year winner and now has established a professional development program that other states may well want to imitate.

Much of the technology training in West Virginia is conducted through the West Virginia High Technology Consortium Foundation (WVHTCF). The Consortium includes nine county school districts, The West Virginia Department of Education, West Virginia University, NASA and fifteen local businesses. "We recently won a federal grant from the U.S. Department of Education for over four million dollars," says Lydotta Taylor, vice president of education for the Consortium. "It's allowed us to implement a number of training strategies throughout the state."

One of the principal strategies is to bring teachers from around West Virginia for five days of training at the WVHTCF. There, teachers are trained by other teachers with a proven track record of technology applications at their schools. According to Taylor, "We wanted our trainers to be familiar with the real-world problems teachers face every day. By using other teachers as trainers, we feel confident they will focus on integrating technology into the curriculum." To further ensure that this is the case, teachers who are being trained are expected to design an application that is consistent with a unit they are currently using in their classrooms. In addition, once they have been trained, teachers are obligated to provide nine hours of training in their home schools.

A second phase of the Consortium's technology training plan is the development of Technology Opportunity Centers in schools. During the day, these are to be used by students, and in the evening and other non-school hours, by displaced workers, community members, parents and students together, and others groups that have an interest in learning more about technology. In Lydotta Taylor's words, "The Consortium's motto is, 'Your future in West Virginia-Growing together.' We take this seriously, and want to prepare the entire community for the future. We don't want our chief export to become people. By making technology available to everyone, we hope to provide everyone with the opportunity to earn a living and enjoy a fulfilling life in our state."

Fostering Collaboration

One of the first groups to receive a federal Technology Literacy Challenge Grant was the Summit County Educational Service Center. Serving schools, affiliated organizations, and business partners in northeast Ohio, SCESC provides technology training through the Academy of Learning and Technology. The Academy's goals are ambitious, and the method it uses to accomplish these goals is unique.

Margaret Duffy-Friedman, the Academy's coordinator, explains: "We have a number of strands that meet the needs of various professionals within the school community."