T ECHNOLOGY MODEL SCHOOLS

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1 New Jersey Department of Education Office of Educational Technology T ECHNOLOGY MODEL SCHOOLS G RANT RECIPIENTS USING T ECHNOLOGY TO S HARE LEARNING SCHOOLS: Newark 2 Camden Middle Technology School Paterson 4 Public School #4 - The School of Technology Technology Model Schools was a grant program funded by the Technology Literacy Challenge Fund and offered by the New Jersey Department of Education to the three school districts with the greatest number of economically disadvantaged youth. The school districts are Jersey City, Newark and Paterson. Jersey City 5 Whitney M. Young Jr. Elementary School P.S. #15 The Grant Goals: To establish technology-enriched learning environments with stateof-the-art equipment and appropriate professional development to address using technology in curriculum content areas. To infuse technology into the instructional process, including accelerating classroom access to the Internet with all students/ teachers having access to equipment and appropriate online resources. The purpose of the grant program was to establish compelling models on the effectiveness of technology when applied as a tool for curriculum delivery. As a result of this program, students in the model schools are achieving the New Jersey Core Curriculum Content Standards in school districts that face conditions among the most challenging in the state. Shared learning Although many of the objectives and activities of the individual schools (selected by their districts) were different in order to meet the individual needs of each school, collaboration between the schools throughout the grant was ongoing. For the culminating project, teachers and students from each school designed webbased multimedia presentations of research projects that illustrated the artistic, cultural and historic aspects of their city. The projects included studentcreated multimedia presentations using Hyperstudio, Micro- World, Publisher, and Front- Page. With the use of technology, students demonstrated what they had learned and shared it with others. Each school received approximately $1.8 million over the two-year funding period (November 1998 to November 2000). To develop connected learning communities within and among the three model school districts for sharing information and resources to achieve the Core Curriculum Content Standards and address the four national goals for technology. To provide families and other community members with access and opportunity to participate in educational technology programs facilitated by the school district. T ECHNOLOGY MODEL SCHOOLS PUBLISH THEIR PROJECTS ON THE WORLD WIDE WEB To view Technology Model School projects on the World Wide Web: Jersey City s Whitney M. Young, Jr. PS #15: Paterson s Public School #4 The School of Technology: Newark s Camden Middle Technology School: ol:

2 Page 2 Newark Technology has changed the way I feel about myself by making me feel that I am very smart and intelligent... that all the things I need to know about myself is in me and by using this machine. Student Camden Middle Technology School C AMDEN MIDDLE TECHNOLOGY S CHOOL Since 1998, Camden Middle Technology School has been immersed in an endeavor that has ultimately brought about significant change in the way teaching and learning takes place in the school. Driven by a technologically-infused environment made possible through the Technology Literacy Challenge Fund Technology Model Schools grant, Camden Middle Technology School staff, students and parents have access to technology, linkages and resources that enable them to work collaboratively and communicate with one another and people in remote locations. The grant s purposes were to: Improve academic performance Provide ongoing professional development for teachers Strengthen community relations Provide state-of-the-art equipment and connectivity Collaborate with the Technology Model Schools in Jersey City and Paterson Equipped with state-of-the-art computer technology and Internet access, students and teachers are using technology in instruction therefore changing the way in which students view the global community. Through problem-based learning, students work collaboratively and use technology resources to problem solve, completing interdisciplinary tasks that focus upon authentic experiences. As a middle school serving fifth through eighth grades, grade levels are divided into houses. Classrooms within each house are equipped with 2-3 computer workstations and are currently being upgraded with scanners. Professional development training for faculty and staff includes hands-on training in the use and infusion of technology in instruction as well as one-on-one coaching in problem-based learning. In this way, the role of the teacher is changing from that of direct instructor to facilitator of instruction. Camden Middle Technology School also houses two computer labs and a media center equipped with Internet access. Most recently installed is an interactive distance learning lab (with computer workstations) in which students and teachers connect to the Liberty Science Center or engage in interactive instruction with students at Public School #4 in Paterson and Whitney M. Young, Jr. Elementary School P.S. #15 in Jersey City. Using technology to improve learning With the infusion of new and emerging technologies throughout the school, instruction has taken on a whole new look. Teachers engage their students in instruction that is student driven - an element that hasn t gone unnoticed by the students. One Camden Middle Technology School student commented, Technology has changed what I do in school by getting me more interested in it. It has helped me learn more things in an exciting way... I am actually looking forward to coming to school the next day if there is a project to do on the computers. In addition to their students excitement for technology enhanced learning, Camden Middle Technology School teachers feel an enthusiasm and renewed interest in teaching. They find it easier Left: Students enjoy using word processing to improve composition skills.

3 Technology Model Schools Page 3 The TLCF grant has changed my educational experience. It has changed the way I teach and it is changing the way and what I need to learn in order to make my room an innovative experience for the children and myself. Ms. Cunningham, Teacher Camden Middle Technology School to engage students in instruction, and use technology to meet students educational needs and interests. As teacher Ms. Semanyshyn remarked, Technology has exposed students to areas that would be denied to them until a much later time in their educational development because of low economic levels... With technology, there are immediate (and various) motivational factors available to the teachers as well as the student. Another result of this new excitement is a change in school climate. Teachers are more communicative and collaborate more frequently. Instruction is no longer isolated to subject area or grade level. This is particularly important in a middle school setting because departmentalized instruction requires collaborative planning so that teachers can be familiar with the objectives, skills, and standards students must master across the curriculum. Significantly evident is the change in attitudes and attention span of students, the type of learning experiences teachers are providing for their students, and the collegial efforts of the staff to solve problems and improve the school as a learning community. The interest Camden Middle Technology School s teachers have for technology infused instruction has grown in proportion to the availability and accessibility of resources as well as the professional development support that is given both on and off site. Ms. Cunningham, another teacher at Camden Middle Technology School, mentioned that technology has eased daily administrative tasks. Before, it could take me hours to complete lesson plans. I am sure as I continue to grow in the way I need to grow, I will be able to master many of the techniques and tools that our school has recently accumulated. The administration is instrumental and supportive in teachers efforts that raise the quality of teaching and learning. Teachers feel that the administration is genuinely interested in what goes on in the classroom, as they are visible and active throughout the school. Some examples of this new enthusiasm for learning can be seen in the programs that technology has made possible at Camden Middle Technology School. Yamaha s Music in Education program is a research based, technology-infused curriculum focused on blending the personal musical experience of the student with the existing traditions of school music integrating technology with traditional experiences, and giving students new perspectives in music making. Camden Middle Technology School is integrating the Music in Education program with the existing vocal and instrumental music programs in an effort to engage students in fifth through eighth grades in challenging hands-on technology activities in a learner active setting. The Yamaha lab can accommodate up to 30 students with keyboards as well as allow access to computer workstations equipped with Internet access and Yamaha Visual Arranger software for composition. A Publishing and Reproduction Center (PRC) has been established for students to publish and reproduce their work to share with families and the community. The PRC committee, comprised of students in fifth through eighth grades, works with an advisor to maintain and operate the center. PRC services include assisting students in creating and designing page layouts for reports, signs, tables for surveys, document formatting, web design and publishing, document binding and laminating. As a companion to the PRC, Camden Middle Technology School has provided a Computer Graphics Art Lab. Infusing computer graphics in the visual arts curriculum is this program s focus. The lab houses computer workstations with Internet access and software such as Adobe Photoshop, Adobe Premier, Microsoft Front- Page, Microsoft Publisher and Print Shop Deluxe. In this lab, students have access to a wealth of resources that will enrich the arts education program and enhance students core knowledge as they acquire skills in alignment with the New Jersey Core Curriculum Content Standards. Curriculum development and technology skills will continue to improve as students and teachers explore how technology enhances their learning experience.

4 Page 4 Paterson P UBLIC SCHOOL #4 THE SCHOOL OF TECHNOLOGY Since technology came to Public School #4, teachers have raised the bar on expectations. They apply higher standards to the learning process. More and more, when the process involves technology, the students are saying, This is easy! Now the questions to ask are How much, how soon, how fast? Mr. William Molloy Public School #4 The School of Technology The Paterson School District believes that technology combined with technology-proficient teachers and technology-infused instruction can result in a model school for student learning. Professional development to extend and enhance the effectiveness of instruction is a central focus of the grant, and includes the following: A mentoring program, developed by St. Peter s College, provides individual tutoring for students as well as training for parents on how best to support their children s educational growth. An online relationship is established with Liberty Science Center, to provide students and teachers electronic access to the wealth of resources the center offers. Vision Education, Inc., has offered on-site instruction and support for teachers. Teacher mentors worked with the staff to build their own technical skills and develop instructionally effective and appropriate ways to enhance teaching and learning with technology. provides a valuable community resource and access to technology for area residents. The school library is electronically linked to the Bergen Electronic Library for Schools (BELS) and to the Paterson Public Library. Trips are organized by the Center for Educational Innovation (CEI) to allow staff members to visit restructured, successful schools in New York City. As the school year ended, School #4 earned the title "The Technology Model School." There are computers, scanners and printers in every classroom, and all teachers have had an opportunity to be trained in a variety of software as well as the Internet, scanner and digital cameras. All of these skills continue to be put to good use in the classrooms. Using technology to improve learning Technology has had a strong impact on Public School #4, and can be seen in all aspects of the curriculum. Not only are students becoming adept at using educational tools such as word processing, drawing, , and educational software, their teachers see a real change in motivation. Teacher Rosa Herran comments, Students seem to be more motivated when doing tasks that were previously uninteresting. Children are eager to have their turn at working on group and individual projects. Students and faculty seem to enjoy exploring the possibilities offered by their new technology. Administration has been responsive to the needs of staff as well as students and has provided ongoing support and training in every area from document generation to digitizing photo- In collaboration with the Paterson Housing Authority, Vision Education, Inc., and the Massachusetts Institute of Technology Media Lab, School #4 developed a Computer Clubhouse for the community. This clubhouse is part of the National Computer Clubhouse Network and Children are eager to have their turn at working on group and individual projects -Mrs. Rosa Herran, Teacher

5 Page 5 graphs and preparing digital videos. Although they are still in the learning stage, staff and students appear to be more aware of opportunities to access resources and facilitate the learning process by application of the new technologies. As William Molloy, another teacher at Public School #4 puts it, "Everyday someone comments on what they've learned. Such comments, I might add, are delivered with an air of astonishment and personal satisfaction. Perhaps the most important effect is that technology has provided new freedoms: creativity, exploration, discovery, ingenuity and instant gratification." Many teachers comment on the interest that technology generates in the students. According to teacher Joanne Mandano, Writing is no longer a threatening experience. Since handwriting is removed from the lesson, more freedom of expression appears in their work. Additionally, the use of spell-checking buoys the students sense of correctness which also contributes to the writing process in a positive way. As Mr. Molloy puts it, Technology has turned on both students and staff, exciting imaginations and bringing with it a vibrant desire to explore the new technologies and how they may be incorporated into daily lessons. Evidence of these changes can be seen in classrooms and hallway displays that show how students and staff are using their new skills and resources. Many can be found surfing the Internet, searching for information or thought-provoking pictures to enhance presentations. In addition to the daily assignments which are part of the district curriculum, teachers are using their new resources to design special activities to enhance their students learning. Some of the projects this year include charting family trees using digital photos and software called Inspiration, PowerPoint presentations of personal biographies, and using the Internet to find pictures and information about weather and the solar system. These projects are on the web at: ~schools/school4/projects/ main.html. Some children have excelled with using computers where they never excelled at anything before... They feel empowered when using the computer. Mrs. Mary Nazareth, Teacher Writing is no longer a threatening experience...more freedom of expression appears in (student) work. -Mrs. Joanne Mandano Children are able to practice many skills at their own pace. They have less fear when interacting with a computer, especially when they are shy about talking. Mr. Robert McKee, Teacher

6 Page 6 Jersey City Mission Statement: It shall be the mission of every member of the Whitney M. Young, Jr. Elementary School - P.S. #15 family to develop a safe, positive, and focused learning environment where every student reaches his/her outmost personal and academic potential, and where every student develops positive moral, ethical, and social values while developing into responsible citizens of our society. W HITNEY M. YOUNG, JR. E LEMENTARY SCHOOL P.S. #15 The Technology Model School initiative in the Whitney M. Young, Jr. Elementary School P.S. #15 in Jersey City involves several aspects of technology development of infrastructure, content and curriculum, new pedagogical strategies, and professional standards. Electrical wiring and data cabling has been upgraded throughout the building. The Jersey City School District has applied for reimbursement under the Telecommunications Act Universal Service Fund and is participating in Verizon s Access NJ Program. In addition to wiring upgrades, each classroom has access to three Pentium multimedia computers, high speed Internet access, teacher and student accounts, access to a custom-made online lesson plan database, video projection devices, white boards, digital cameras and scanners. An interactive distance learning system classroom is facilitating collaboration among the three Technology Model Schools and electronic field trips. The school has provided basic computer training to 200 community members at remote locations: Soaring Heights Charter School, Saint Joseph s Elementary School, the Maureen Collier Community Center, the Greenville Branch of the Jersey City Public Library, the African American Historical Society Museum, and the Paterson Street Senior Citizen Center. Community members are also invited to training sessions on weekends. Using technology to improve learning Using technology tools to achieve the New Jersey Core Curriculum Content Standards, the Whitney M. Young Jr. Elementary School P.S. #15 instituted a school-wide project to publish a newspaper that includes contributions from all grade levels and from the school s partners, Saint Joseph s Elementary School and Soaring Heights Charter School. The newspaper is uniquely published with presentation software and is posted on the school s web site. Eighth graders developed an exit portfolio of their cumulative work. All grade levels develop student Internet applications. As a means of connecting the school to the community, a telecommunications link to the Maureen Collier Senior Community Center offers collaborative projects between the school and the center. Teachers from the Whitney M. Young, Jr. Elementary School P.S. #15 are taking advantage of the school s web site by posting some of the activities their students have accomplished during the school year. A good example of this can be found under the link for Mr. Quinn s Resource Room. Parents with Internet access can see on the web that Mr. Quinn is planning some interesting activities for his students including a student project, researching the manatee, and creating an Earth Day poster. One creative approach to improving writing skills is a sentence activity which he designed to help students recognize sentences by content and punctuation. The changes that technology has brought to the Whitney M. Young, Jr. Elementary School P.S. #15 are far-reaching. Administrative tasks are simpler for the staff, and students enjoy the challenges that problem-based learning brings to their classroom experience. All would agree that the changes have all been positive.