Integrating Technology Throughout the Curriculum

Integrating Technology Throughout the Curriculum
at Golden High
Canada
SchoolOverview
An example of Golden High Schools innovation in action:
Project: Telementor Project
School Web Site
Two grade 10 students worked under the direction of the former vice-principal to create a web page that
demonstrated an understanding of HTML, design components, graphic and content size limitations, and
school/community needs.
The students were matched with Telementors at one of the schools partners, a major manufacturer of
computers and peripherals. The students corresponded with their mentors twice per week via email while
designing the schools web site. The mentors offered suggestions and helped troubleshoot the project.
Student journals and all correspondence with the Telementors were reviewed with the vice-principal.
Students designed and completed a self-evaluation rubric at the end of the unit.
Golden High School opened in September 1999. The schools Technology Plan states that computers and
technology should be used to:
l prepare learners for living and working in todays and tomorrows society;
l enhance learning in all areas of the curriculum;
l enable learners to acquire and maintain a variety of computer skills;
l provide numerous opportunities for learners to employ and explore information-age skills;
l deliver aspects of all curriculum rather than merely isolated subjects.
The learner refers to both the student and the teacher within the school.
Golden High School is a large high school located just outside a major metropolitan area of Canada. This
area is characterized by a high density of technology industry located in and around the city. The school has
a population of 1050 students and 68 staff members. The majority of the students come from lower middle
to upper middle class families. The school is newly built, intentionally wired and designed to incorporate a
focus on technology.
Goldens innovation involves a wide variety of projects that fall into four main categories: equity, staff
development and training, curriculum delivery and infrastructure. The administration and 3 school
site-administrators (technology coordinators) collaborate with all staff and invite participation in the projects
that the school undertakes. Technology is seen as a means of facilitating education and enhancing the
learning environment. As such, technology is integrated throughout the school rather than isolated in one
given project or specific area of study.
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The ICT used in the innovation includes 250 Pentium 400 computers, located in 7 computer labs and in each
classroom in the school. In addition, a wide range of software programs and peripherals are available. All
students at all grade levels are involved with technology and the transfer of skills using technology,
throughout the curriculum. Technology is used on a daily basis as a facilitative tool for learning and for
various school activities.
Parents and individuals from the local high-tech community participate in strategic planning for the school
and offer advice about technical issues. Golden High has 2 partnerships with local technology companies.
The companies serve as advisors for the school technology plan, assist in fundraising and staff training,
provide guest speakers, make software donations and provide network support. The school also accesses a
variety of Federal government programs to obtain additional resources to fund ICT projects.
The principal and staff members at Golden share a clear vision that ICT should be integrated throughout the
curriculum and used as a tool to enhance student learning. The principal says,
I think technology is a tremendous learning tool...its a different way for students to learn.
The former vice-principal agrees, stating:
There is a vision and thats integrated through the Computer Technology plan. Its an all-encompassing
vision. If I have to summarize it: integration of technology throughout the curriculum.
One of the site administrators feels that:
Part of this whole vision of this school is that were going after the holistic student. For example, drama, art,
music...theyre using technology to enhance the performances.
This vision of technology is totally integrated into the prevailing school culture, as shown by the schools
Technology Plan, the Computer Use Policy detailed in the student agenda books, and the schools
Technology Projects binder which describes the on-going projects.
The school has a history of technological innovation, even though it is only 2 years old. The school is
involved in a wide range of projects. For example:
Techno Tot Day (math activity designed by high school students for kindergarten students at a nearby
school);
l
Voice Broadcast System (automatic telephone messages sent to all parents, e.g., when report cards are
issued);
l
English Portfolio Web page (examples of grade 7 student work over the yearintegrates language
skills with technology);
l
Telementor Project (3 students worked with staff at the schools partner, Hewlett Packard, to create
the school web pagestudents correspond with mentors via email);
l
Distance Education and Teleworking (provides online supplements to courses and collaborative exam
review).
l
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The Past
Two school boards in the city area amalgamated in 1998. The board is still in the process of harmonizing
practices and initiatives. The first of a series of schools focussed on technology was built in 1990 in one of
the former boards. The board used the same architectural drawings, with modifications, for 4 additional high
schools (including Golden) in order to save money.
Before Golden was built, the former vice-principal of the school researched and wrote a policy document
about the use of technology in schools in the year 2000. Many of his suggestions were incorporated into the
design of Golden . The principal and former vice-principal were instrumental in determining the vision of
the school and choosing the staff. One of the criteria used in the staff hiring process was knowledge of
openness to ICT. As a result, the vast majority of the staff is computer literate.
The boards administration is clear that the source of the schools accomplishments to date lies with the
leadership of the school. The principal is seen as a risk taker, a creative individual with an entrepreneurial
spirit. The former vice-principal, who was also instrumental in starting up the school, is seen as a visionary
leader. Having a vision for the school, being able to motivate people and taking risks are seen as crucial in
the schools accomplishments. A representative of the school boards administration explains by saying:
The principal is a risk taker, an individual who is not hesitant in going out and trying something and making
a mistake and learning by it. But he also motivates people...hes prepared to work with the people around
him...and its the ability to motivate people and have people believe that they can make a difference. Thats
his strength.
A number of problems or barriers were encountered when implementing the innovation at Golden. Most of
the implementation problems were technological or board policy-related. The board administrator explains:
There was a big discrepancy (between the former boards), both from the amount of money allocated to the
schools. Were just finishing our boards equity plan this year, and thats to even up the inequities that one
sector had compared to the other sector.
The former vice-principal feels that the structure of the school board was the major barrier to
implementation:
The structure of the school board was the biggest barrier, because although we wanted to make decisions
locally, there was a central idea about how much money was available and some of our funds went to
another project... There was a huge barrier of the technicians, the secrecy of the network and the technicians
not wanting to change anything... There were barriers in decisions about what kind of wiring we would
have... There was network security, some of the things we wanted to do, the people at the board felt it might
violate network security.
The Present
Golden has 250 Pentium 400 computers located in 7 instructional computer labs, along with 1 computer in
each classroom. Students also have a wide range of peripherals and software programs available to them.
Golden has 3 site administrators that provide much of the technical support for the school, although their
primary mandate is to provide curriculum support with computers. The site administrators are full-time
teachers with release time for computer support. Technicians from the board are available when required,
but take time to access. One teacher says:
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Site administrators do a lot of technical support when they could be better spending their time doing
curriculum support with computers.
One of the site administrators explains the conflict they feel:
Because were all teachers first and foremost...because weve had a few physical changes within the
system...its taken up a huge amount of our time just taking care of little quirks that are associated with that
new server.
The ICT innovation takes place on a daily basis at Golden. The schools seven computer labs are used
extensively, along with the computer located in each classroom. School documentation details how ICT is
used in the school:
Golden is committed to the use of technology across all curriculum levels. All staff, students and curriculum
areas use technology in a variety of ways with the result that the transfer of skills, knowledge and sharing of
information is a basic practice within our school. All projects within the school fall into four main
categories: equity, staff development and training, curriculum delivery and infrastructure. The
administration and school site administrators collaborate with all staff and invite participation in the projects
that the school undertakes. Our school does not isolate technology to one given project or any specific area
of study. It is integrated throughout our school.
Examples of how ICT is integrated throughout the curriculum include:
l English assignments posted on the Web for students to select projects and resources listed with links;
l assignments e-mailed to staff members for grading;
l chat room set up prior to exams so students can study collaboratively;
l math software to supplement the curriculum;
l science simulations to replace experiments;
l physical education use of human anatomy software;
l novel study dialogue with school in other parts of the world comparing viewpoint;
l music experimentation with MIDI interfaces;
l video and sound editing connected to live performances in the theatre;
l marketing and computer classes assist with promotion and selling of yearbook;
l yearbook, newsletters, desktop publishing projects created by media club;
l computerized design and creation of school crest.
The schools ICT plan states that ICT is used to address a number of curriculum goals. ICT is used to:
l facilitate learning and provide a venue for student demonstration of knowledge and skills;
l facilitate instructional and pedagogical practices;
l prepare students and staff for the uses of technology within daily and professional lifestyles;
l increase equity of opportunity and facility of learning.
Students carry out a wide range of activities in the ICT innovation at Golden , including:
l word processing
l spread sheets
l graphic design
l digital photography and recording
l video/digital video editing
l multi-media presentations
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l research
l Internet web design
l telementor projects
l mathematics, science and technology applications
l CAD programs
There is anecdotal evidence that the innovation has had a positive impact on students. Student and parent
participation, community recognition, and the overall atmosphere of the school all indicate that ICT has had
a positive impact.
Students feel they are benefitting from using ICT. One student says:
We learn more applicable stuff, things that we can actually use in our lives.
Students also feel they are doing different activities as a result of ICT. One comments:
If youre doing a group project, you can send projects over the Web. You can send information over the
Web, you can give notes over the Web, you can notify them over the Web.
Another feels research is the basis of ICT use:
In every class youre doing research...English, youre researching a bunch of stuff. History, researching a lot
of stuff on the presidents, prime ministers, wars and stuff like that. And then marketing, youre using them to
type up your letterheads and stuff like that and your projects. And theyre a great help, because theyre so
accessible in our school.
Students frequently experience technical problems when using ICT in the innovation. One student describes
the schools dependence on ICT:
Our system is down maybe once a month. When the system goes down, the school pretty much shuts
down...because teachers have to end up giving you different assignments than what you were going to do,
because they couldnt print it off because its on the network and the network is down. Or you have a project
thats due and its on the network and the network is down...there isnt a back-up.
Even though Golden is a brand new school, the site administrators feel there are hardware and software
issues to be dealt with. One says:
In our school were very fortunate, but even so, the RAM memory isnt there, the GIG space isnt there, we
re working with proxy servers that do shut down, were working with programs...I mean, for heavens sakes,
Microsoft Works from the Ministry, nobody in the real world uses this.
Another site administrator agrees, saying:
One of the barriers is that in any school, there will come a time where the school will be equipped with
computers and with software, its quickly out of date, or isnt up to date at the time it is installed... I find that
in education there is a tendency to not use the most professional software possible to teach, so were
teaching with what I would consider second or third quality software packages.
Another teacher states that full-time technical assistance is crucial:
What a school with the number of computers that we have in it really needs is a full-time technician to keep
them running.
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Main Hypotheses
Role of technology in educational innovation and
improvement
Evidence shows that staff at Golden view technology as a strong catalyst for educational innovation and
improvement. The principal feels that the access to information that technology provides is an essential
learning tool. The former vice-principal feels technology is crucial because it helps students with all ability
levels. He says:
It plays a big role. It certainly helps the different levels of abilities in the classroom. The gifted students have
the ability to expand their own knowledge the teacher might not be able to provide them, they have extra
resources...And for the students who are at the other end of the scale, they can get resources through
tutorials, different programs.
The school site administrators (technology coordinators) feel that the skills that students learn from using
computers are evidence of the importance of technology. She says:
I think weve got some situations where students are picking up marketable and employable skills,
transferable skills that they can pass on and learn from one course to the next.
One site administrator explains how technology is important for her teaching and student learning:
Technology itself enhances my learning environment, it facilitates my learning environment, it helps my
approach to students...Students bring a sense of wonder that is almost awe inspiring, because the way they
adapt, the way they see the use for the potential (of ICT).
A teacher agrees, but emphasizes the need to use technology appropriately to enhance learning:
As a teacher, I think my job is for them to see that it (ICT) is a tool, yes it is useful, but you have to use it
properly and you have to know what youre looking for so that it does actually enhance your learning.
One teacher agrees that technology is important, but stresses that he could still teach without it:
In my own classroom, the computer is an integral part of the academic content only because I choose to
make it so. I could certainly teach much of what Im teaching without any technology, but its not the same
experience.
Finally, a representative from the boards administration explains the importance of technology:
ICT doesnt drive the curriculum, but in the last little while, we havent written any curriculum that doesnt
include an activity to be done on the computer, or suggestion that it be done this way, on the computer. And
every document that comes out of the Ministry of Education now has references to how you can use the
computer.
Diffusion of the innovation
The diffusion of the innovation/improvement at Golden has been a little unusual. Because a large portion of
the staff was chosen specifically for their technology skills and/or openness to using technology, there have
been fewer resisters than in most schools. As the former vice-principal says:
Certainly it was very important when looking at some of the staffing decisions. We wanted to find people
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that had some technical background, or at least appeared open to use the technology. There was some
element of choice, but there were also staff that were placed here... (Most staff) chose to come to a new
school which was dynamic, they knew it was going to be a little bit different, there was going to be extra
work. So youre getting people that wanted to change. So you already have that openness.
Of the staff who were placed at Golden (rather than chosen specifically for their skills), the former
vice-principal feels they are becoming users of technology due to the modelling of other staff, as well as the
board requirement that all report cards be completed on computer. He explains:
I think theres still staff at this school that are against technology, because they dont have the skill set...they
re afraid...but what theyre seeing is the modelling throughout the school and theyre also in a culture of
change and time of curriculum change. So by necessity, they have to, because report cards are being done by
computer...everyone in this school has to use computers at one point.
The principal agrees, saying:
There are some that are still lagging, for sure. One of the objectives this year is that every teacher would do
some Web-based assignment in one course this year. We use e-mail as one of the primary methods of
communication, so its expected they do that. And they respond to that and realize how it can save time.
ICT implementation outcomes
The administration places a huge emphasis on staff development. They firmly believe that successful
implementation of ICT depends mostly upon staff competence in the integration of ICT into instruction and
learning. As mentioned previously, this integration is central to the schools policies about the use of ICT, as
well as the schools vision for the use of ICT.
The principal describes how staff development is handled at Golden:
Last year we tried to partner with a local organization, Learning Through Technology. And we had them
come in and provide training on a weekend for staff on different programs. A high percentage of the staff
signed up for those courses.
We try to use technology at staff meetings, whether its just a Power Point presentation or a Web
search...that kind of modeling, I think teachers pick up on.
The former vice-principal adds:
We put out as many models as we could: sending people on courses that they had requested or that we were
aware of; taking ideas and bringing in a supply teacher for someone so they could spend some time on it,
sending people to courses in the summer.
The former vice-principal feels that reducing the fear of technology leads to the use of technology, and as a
result successful implementation in the school. He says:
I think the support network was quite clear, admin supported it, admin provided assistance, colleagues on
staff provided assistance, training wasnt all high end  all helped lower teachers fear or discomfort with
technology.
We realized that there are many people on staff that may have never touched a computer, so we had a low
level training in a sense of how to do the basics.
I would say that two of the teachers that we had strong concerns about coming to this school, that we werent
able to select...both have excelled because of computers, and to be able to use the computers as a method of
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controlling behaviour in their classroom, because the kids are motivated... they were given training and
support.
School documentation also supports the view that staff competence in the integration of ICT leads to
successful implementation of ICT. Documentation indicates the importance placed on staff training:
Staff training project: continued workshops for staff to use the Internet to supplement their current
teaching styles.
l
Lunch Bag PD  site administrators developed a technologies competencies checklist for staff. Staff
were able to self-identify their current technology skill level, and then had the option to attend
mini-sessions during lunch or after school.
l
Student academic performance
The staff at Golden feel that gaps in academic performance between high and low poverty students will not
increase when all students have equal access to ICT. As such, the school has an equity policy designed to
ensure equitable access to ICT. The policy includes:
l Computers on loan to students for an entire semester
l LapTop computers on loan to students for 2-3 weeks
l Computer labs open 1-2 evenings per week for community use
Laptops (low-end, donated) are available in the info-center (library), which students can book for home use.
A school partnership with a local ISP provides home Internet access to families who would not otherwise
have access. The school also has 2 Pentium computers with full multimedia capabilities available for two
families for two-month periods. The goal is to make families more comfortable with computers so they will
then access the community use computers at the school.
One of the site administrators explains:
There is an equity program in school. Many kids have computers in the home, but there are still those who
dont. So the computers that are provided to the students for at home, as well as their accessibility to them
here at school, (ensure) they can be at par with their peers and have the same learning opportunities.
The former vice-principal feels that computers help reduce gaps in academic performance for high needs
students as well. He says:
Some of the tougher kids Ive dealt with, if they can get into computers, often that would really help them
because theyre not as likely to get into trouble in the classroom if you can give them a task on the computer
where theyre motivated. Give them a multi-media delivery platform, through all the senses, they are
stimulated and stay on task.
A teacher on staff agrees, stating:
I know of some students that have never been considered very academic, but they are really adept at the
computer, and they love the fact that they can show you they know this. It makes them feel really good...that
has to be a positive.
One teacher expresses the view that ICT ensures gender equity as well. She says:
(ICT) is a real equalizer...I think its given access to boys and girls equally, and the skills that allow them to
do successful things on the computer arent gender specific.
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Academic standards
Evidence from staff at Golden indicates that they believe academic standards are a function of teacher and
school expectations, and not of the standards of textbooks, ICT materials and the like. Rather than viewing
poor quality material as leading to a lowering of academic standards, teachers feel that evaluating the quality
of information from the web is an essential skill they teach students.
One teacher explains:
I think its a mistake to build a box around students and say, Were going to keep you from going to sites
that youre not supposed to, and youll be fine. Its much more important for us to teach students to think
about what they are doing. To know there are dangers, to know there are problems, to know that there are all
kinds of sites full of information that is questionable at best, and to understand what the Internet is and what
it provides them, and what it isnt.
He continues:
I feel like students today are drowning in information and starving for knowledge. And we make all this
information available to them but they dont know what it is and how to deal with it. They cant
discriminate... We have to recognize that as educators and give them the tools to make critical
judgments...critical thinking is the most important part of what I teach.
Another teacher explains how his experiences with technology have led to higher academic standards:
Ive had some really good experiences with an on-line course...I had 15 or 20 grade 9 kids on-line, engaged
in a conversation that was intellectually of a quality that I would expect a grade 12 class to engage in,
because they were focussed, they were isolated... There is a real difference there in approach, and if we can
integrate some of that kind of attention to the subject matter at hand, to the curriculum, if we can harness
that in some way in our regular teaching, its going to do nothing but improve what the kids are learning and
how theyre learning.
Projection to the Future
Sustainability
Goldens goals for the use of ICT are outlined in detail in the schools ICT plan. These goals are accepted in
the school, and the principal and former vice-principal feel that teachers are committed to the use of ICT.
They feel teachers are willing to deliver the efforts necessary in the long run to maintain the program. The
principal says:
We lost a major player this year (the former vice-principal), and I think were maintaining it. We have some
teachers that can pick up some of that, but its the level of technical expertise that we need... What I have to
do is maintain that committee, get that committee working and make sure that when I leave (the principal is
retiring), all our projects can be maintained. So I think it can be continued for sure.
Everyone in the school uses the ICT resources. The schools hiring policies include a focus on technology,
ensuring new teachers to the school are knowledgeable and/or open to using technology. The principal
explains:
I think its very important that people know that we want to use technology, we want to implement
technology, we want to move ahead. And basically, if you dont want to, dont apply, or youre not going to
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get a job.
The former vice-principal agrees, stating:
Certainly that was one of the parameters, we wanted to find people that had some technical background, or
at least that appeared open to use the technology. We let people know right from the beginning, this is a
school of the arts. Its a school of the arts and its going to be complimented by technology and a full
extra-curricular compliment.
National and provincial policies have an impact on the sustainability of the innovation at Golden . Federal
ICT initiatives have contributed by allowing the school to purchase more equipment and participate in a
variety of projects. In addition, technology is integrated into the provincial curriculum.
Transferability
The benefits of the innovation are agreed upon within the school, and these benefits are considered
important for schools in general. The benefits include:
l Professional looking presentations
l Stress and time reduction in terms of exam preparation
l Ability to modify resources quickly and use them over again
l Ability for students to access lessons on the Internet
l Boosts student self-esteem
l Motivating for students
l Provides equality of access
Teachers and administration alike feel that leadership and support are the most essential factors necessary
for carrying out the innovation. Teachers require an open mind and willingness to try new things. In
addition, staff development and training is essential to the success of the innovation.
The extensive resources at Golden are not likely available for other schools to carry out the innovation,
however the former vice-principal feels strongly that they are not necessary. He explains:
The questions that I knew I would be getting (after my presentation at the conference) were, well, we dont
have 300 computers. We dont have the money. Were not a brand new school. So what would it take? It
would take some change agents. You need some people in the school who are willing to fight the obstacles,
so the fact that you dont have computers doesnt mean that you cant go get them. People need to know
sources of funding: thats a key area. They need access to information. They need some technical support,
because the teachers are not technicians. There needs to be greater staff development, whether from a board
or local level. And you have to have access to some computers. You dont need one in every class, not
necessarily one on every desk, but you need at least one computer to start with.
Appendix A
Methodology
" 3 researchers spent 6 days at Golden (December 6-13, 2000)
Amounts and types of data
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Classroom observations
- 3 classrooms (1 hour each)
- completed Classroom Observation Guidelines
- collected documentation related to observations
School observations (atmosphere)
- 1 morning
Photographs
- school
- classrooms
Documentation
- Technology Projects binder
- Permission forms
- Student Agenda book
- School web site information
- School profiles
- School newsletters
- Partnership documentation
- Board-wide testing program information
- Report card samples
- Map/school layout
- Sample communications from principal to teachers (e-mail)
- Census information for township
- Performance Appraisal Program documentation (teachers)
- Strategic Planning Process Action Plan documentation
- Staff Handbook
Surveys
- Principal Questionnaire
- Technical Questionnaire (2)
- ICT Practices Survey for Teachers
- Your Teaching Philosophy Survey
Interviews
Teacher A 1 teacher 3 hrs.
1 site administrator
Teacher B 2 teachers 1.5 hrs.
Student A 6 grade 11/12 students 1 hr.
Student B 4 grade 7/8 students 45 min.
Parents 2 parents 45 min.
Principal 2 hrs.
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Former Vice-Principal 1.5 hrs.
Technical Coordinator 2 site administrators 1.5 hrs.
Administration Deputy Director 1.5 hrs.
Coordinator of Information Technology
Appendix B
ICT Practices Survey for Teachers
Total Number of Surveys: 41
How comfortable are you with using a computer to do each of the following? (1=very comfortable,
2=comfortable, 3=somewhat comfortable, 4=not at all comfortable)
1 2 3 4
Write a paper 36 3 1 1
Search for information on the WWW 28 10 1 2
Create and maintain web pages 3 5 6 27
Use a data base 12 10 12 8
Send and receive e-mail 37 2 1 1
Programming 2 4 4 31
Draw a picture or diagram 13 8 11 9
Present information 8 11 7 15
During the past year, how often did your students on average do the following for the work you assigned?
(1=several times each week; 2=several times each month; 3=a few times; 4=never)
1 2 3 4
Use the WWW 10 13 16 2
Create web pages 0 3 7 31
Send or receive e-mail 9 11 10 12
Use a word processing program 15 10 8 5
Use a computer to play games 4 2 4 29
Use a spreadsheet 0 3 13 23
Use a graphics program 3 5 14 17
Join in an on-line forum or chat room 1 3 6 28
Use a presentation program 0 6 12 22
Use an instructional program 2 2 16 18
Other computer uses 1 1 3 4
How would you rate your ability to use a computer?
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Good 23 Fair 14 Poor 3
Was student computer use every evaluated for grading?
Yes 23 No 16
If you assigned WWW searching, how much freedom did you allow students in locating sites to visit?
No restrictions 3 Some restrictions 27 Designated sites only 6
Did you create or modify a Web site with any of the classes that you taught?
Yes 6 No 30
What portion of the computer use in your classes was directly related to the course content?
All 20 Most 10 Some 6 Very little 3
What portion of the computer use that you assigned was done by students individually?
All 11 Most 20 Some 7 Very little 1
How often did you use a computer at home for preparing for teaching?
Several times a week 33 Several times a month 5 A few times 1 Never
Did you participate as a student or instructor in a virtual course through the Internet/ WWW?
Yes 3 No 36
Did you involve your students in collaborative learning over the Internet/WWW?
Yes 4 No 35
Are you currently using technology to collaborate with other teachers?
Yes 14 No 26
How many e-mail messages total do you send each day on average?
>12 1 6-11 12 1-5 27 None
How many of the following have you ever done? (0-5 or more times)
0 1 2 3 4 5
Made changes to a computers hardware 27 2 2 1 1 6
Updated an application program 19 4 3 3 1 9
Recovered a damaged file 23 4 5 0 2 5
Created a web site 28 4 3 1 0 3
Developed a data base 24 2 2 3 1 7
Integrating Technology Throughout the Curriculum at Golden High School
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