June 2010
Texas public schools, small and large, are moving into the 21st century
By Raven L. Hill

When Shelia Joiner started teaching in 1975, technology was practically invisible in the classroom. Overhead projectors were considered the pinnacle of offerings. Teaching and learning were to the point: Teachers presented material, and students absorbed it.

These days, technology is changing that dynamic — most auspiciously on the desks of Joiner's third graders at A.B. Duncan Elementary School in Floydada ISD, near Lubbock. Each student uses a laptop for schoolwork, which allows Joiner to be a teacher and virtual tutor simultaneously. For her students, she uploads videos of her teaching various concepts. With a few clicks of a mouse, students can view the videos and review as often as needed — anywhere, anytime.

"I use the laptop to multiply myself," she says. "It's really increased my ability to be skill-specific with certain children. Drilling and practicing have become enjoyable. Kids are more motivated to do it than they have been in the past."

Schools throughout the state are working fervently to create 21st century classrooms. Tools that were thought to be uncommon only five years ago — such as smartboards and flash drives — aren't so rare anymore. Many districts have capitalized on state programs and local initiatives to keep their students moving quickly along the information superhighway.

Lori Gracey, executive director of the Texas Computer Education Association, says technology has incomparable benefits for teachers and students.

"With technology you're able to differentiate for every child in the classroom based on their needs," she says. "Kids are doing different kinds of activities to learn, rather than passively receiving information."

Gracey says she expects greater movement toward learning outside of the classroom now that technology is increasingly in the picture, especially at the secondary level.

"You'll see students forming relationships with students in other states and across the world to learn and create new learning together," she says. "Learning will be more student-to-student focused, as opposed to adult-directed learning."

In 2003, Texas launched the Technology Immersion Pilot — a $20 million, federally funded, four-year, middle school program — with the hopes that immersing schools in technology would prove to be more effective than introducing resources over time.

The pilot program explored wireless, mobile computing devices (such as laptops) for each student and teacher; online resources for core curriculum subject areas; online assessments; professional development; and ongoing technical support.

For Floydada ISD, one of 42 participating pilot districts, the program opened the door to technological success.

Floydada ISD, in West Texas, is a rural district with a little more than 880 students. Approximately 68 percent of its students come from economically disadvantaged families, and 23 percent of teachers have more than 20 years of experience. In the 2004-2005 school year, the district was rated by the state as "academically acceptable."

"We needed something to give us a jump start, a boost," says Rex Holcombe, the district's director of technology and federal programs. "We needed something to help not only teachers, but students, to buy into technology. The technology immersion program gave us a way to provide staff development and integrate technology to help our kids."

Floydada Junior High School implemented a "1:1" model, in which each student and teacher received a laptop to use in school and at home. School officials say the students quickly adapted to using their computers, and teachers were intrigued by the possibilities. As the district's success grew, officials say they realized it would be a tremendous setback to limit the “1:1” laptop program to the junior high. For the past five years, the program has been in place at the high school — albeit, this time through local funds. Elementary school teachers received laptops as well.

Community support has been key to the success of Floydada ISD's technology immersion. The district says it's critical that teachers embrace ongoing technology professional development and that parents are willing to pay for tuition for online classes and for Internet access at home.

Floydada High School Principal Wayne Morren describes the district as being “very traditional” prior to the Technology Immersion Pilot.

"[Classroom instruction] was teacher-oriented, predominantly lecture-type delivery," says Morren, who has been with the district for nine years. "We began immediately to put kids in project-based activities [once the program began]. We allowed students to be creative and to build examples of their knowledge. It’s paid off in big ways for us."

When working on vocabulary-building exercises, students now can do more than simply recognize words; they can build digital demonstrations of the word’s meaning, he says.

"With laptops, they can personalize the meaning and connection between how they live and the new vocabulary," Morren says. "Those connections are paying off for us."

A statewide evaluation of the immersion program found substantial benefits as well, including increased rigor in curriculum, enhanced technological proficiency for all students, fewer disciplinary problems, and higher ninth grade reading scores and seventh and eighth grade math scores, on the Texas Assessment of Knowledge and Skills.

Leading the pack

Floydada ISD has done consulting work with districts nationwide on similar "1:1" models. Floydada ISD was named an Apple Exemplary Program for 2009-2010, a new honor to recognize model implementations of Apple products and solutions. Floydada was one of only 38 programs to receive the honor nationwide. The district also was given an Apple Distinguished School award, the only one given in Texas during the 2007-2008 school year.

Along with changing the way instruction and learning happens in the classroom, the laptop program is bridging the digital divide on three fronts:

• among students of different socioeconomic levels

• between Floydada ISD and more-affluent districts, and

• between students and educators — and even parents and children.

Today’s students are surrounded by technology tools, such as MP3 players, digital cameras, digital phones and gaming devices, and schools have no choice but to catch up.

Aimee Teeple, a high school teacher who taught at Floydada ISD's junior high during the program’s implementation, says she had some reservations at first. Teeple didn't grow up with a computer at home, and the new technology-based lesson plans were somewhat intimidating for her. Yet, she slowly realized that this was a good thing.

"You have to be willing to ask the kids for help," Teeple says. "Let the kids teach you."

The result has been a more engaged classroom, where the quality of projects and research has noticeably improved, Teeple says.

"It levels the playing field for all kids," she says. "[Before the program], those who had access to technology at home would turn in wonderful projects and the lower-level students couldn't compete. Now every student can turn in something that looks good with the same quality of research."

And when the students go home, they can teach their parents, Teeple adds.

"They're bridging the gap at home too; they are teaching their parents," she says. "I think it's great that they have access to the programs, technology and the knowledge. The parents wouldn't be willing to look at the technological world if their children weren't bringing it home every day."

Professional development is the glue that holds everything together, Floydada ISD officials say.

"Sustainable staff development and how you prepare teachers play a big role in the success you will have with a 1:1," says Principal Morren. "You can't change one thing and expect it to work."

Gracey of TCEA agrees.

"Regardless of what technology we buy, it's all about changing the way we teach and learn," she says.

It’s a change that teachers like Joiner have embraced. Online assessments provide students with immediate feedback. The breadth and depth of the Internet go beyond Joiner’s scope of knowledge. For instance, Joiner says that while her class was working on a presentation about the continents, she was pleased when students asked her if she was aware of some fact they’d found while doing online research.

"And it was something I didn't know!" she says, laughing. "The computers aren't replacing pencil and paper; the computers support them. It's a tool. It doesn't drive me; I drive it."

RAVEN L. HILL is a freelance writer and former education reporter for the Austin American-Statesman.