BitterR. erroot Economic Development District. Digital Classroom & Broadband Case Studies
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1 BitterR erroot Economic Development District Digital Classroom & Broadband Case Studies Magellan Advisors th Street Suite 3000 Denver, Colorado Broadband & Telecom Consulting 0
2 Table of Contents 1. Introduction Gadsden City Schools, Alabama Kent School District, Washington Quakertown Community School District, Pennsylvania Thomasville City Schools, Georgia
3 Introduction Access to broadband has become a critical issue to school districts across the country. While the use of technology in the classroom is increasing dramatically nationwide, eighty percent of school districts report that their current broadband connections and access to broadband resources do not meet their needs according to the FCC study, Measuring Broadband America. Furthermore, the majority of districts cite slow connection speeds and the high cost of installation and service as barriers preventing them from implementing more technology in the classroom. Today, one of the greatest challenges facing school districts is keeping up with the demand for broadband that is being created in the classrooms. Below are four case studies of how school districts are implementing new technologies to improve the student learning experience and bridge the digital divide. All of these projects rely on accessible and affordable broadband to power the innovation that is taking place in their districts. Gadsden City Schools, Alabama Through the efforts of the Alabama 21 project, Gadsden City Schools embarked on a project to immerse their 9 th Grade Academy students with a technology rich learning environment to stimulate interest, promote learning, and improve achievement. A part of the American Recovery and Reinvestment Act of 2009 (ARRA), the Alabama 21 project s mission is to increase graduation rates and establish 21 st century classrooms in grades 7 to 12. Gadsden, Alabama is in Etowah County in the foothills of the Appalachian Mountains, about 65 miles northeast of Birmingham. Alabama 21 provided devices at a 3:1 student-to-laptop ratio, response systems, document cameras, digital cameras, projection systems, and interactive whiteboards. Ten of these high technology classrooms were created to serve as English, Social Studies, and Science environments. The laptops were not issued to students; instead, they were housed at the 9 th Grade Academy and shared among the schools 478 ninth grade students. Several ninth grade teachers also received professional development training in designing project-based learning activities and cross-curricular activities and incorporating online resources. In addition to what was provided by the grant funding, local funds were utilized to provide WiFi access for the Academy. Prior to the implementation of the technology and upgrades in broadband infrastructure, classes were taught in a traditional fashion; teachers provided handouts, textbooks, and lectures. With the new technology now in place, teaching became more project-based and teachers began implementing Webquests (a project where students are guided through research, working independently or collaboratively) as a way to introduce new eras or themes. These Webquests resulted in students presenting their findings in the form of a paper, verbal presentation, or a game. 2
4 According to State benchmark indicators, student and staff technology skills and utilization increased beyond the goals of the project and they believe they will reduce the overall dropout rate over the next couple of years. Kent School District, Washington The Kent School District in the State of Washington provides equal access and opportunity to all students in their multi-lingual, geographically displaced community. To meet this challenge the Kent School District implemented a 3:1 student-to-computer ratio in elementary schools and has launched a program to achieve a 1:1 student-to-computer ratio for middle and high school age children. The high student-to-computer ratios that exist in Kent allows equalization of access to educational tools across demographic borders, enables innovative use of integrated educational technologies, and simplifies technology management while standardizing the end user experience. Our mission in this culturally diverse, geographically broad district is to promote equity and excellence, close the achievement gap and create high performance school systems to successfully prepare all students for their future, says KSD Superintendent Dr. Edward Lee Vargas. To achieve this, KSD has become one of the most technologically advanced districts in the nation, known for our efforts to bring technology into the classroom and into the hands of students and staff. Quakertown Community School District, Pennsylvania After reinventing itself and establishing a 1:1 student-to-computer ratio, the Quakertown Community School District (QCSD) in Pennsylvania established a cyber-school to further leverage their broadband resources and expand the benefits of the digital classroom environment they had created. The district currently employs the use of LifeSize videoconferencing tools, SMARTBoards, Mimios, document cameras, Scholastic Read 180, Odysseyware, Google Apps, Blackboard, Windows 7, and Office In founding the Cyber School, the district focused on two major initiatives: a cyber-program and a 1:1 blended learning environment. Currently, online courses are offered on every level and high school students can opt to be full time cyber students, full time regular students, or a hybrid of both. Our goal is complete versatility in meeting students needs, says Andrejko, who was named Tech-Savvy Superintendent of the Year by eschool News in February. No longer does our schedule dictate options for students. Further strengthening their cyberprogram is the fact that school district teachers are teaching nearly all of the online courses. There was great fear among the teaching staff that establishment of the cyber-school would result in a reduction in staff but this proved to not be the case. After unveiling their cyber-school and cyber-courses, neighboring districts began looking to the QCSD for assistance in establishing their own programs positioning QCSD as a leader in the field. 3
5 Thomasville City Schools, Georgia Georgia s American Recovery and Reinvestment Act of 2009 (ARRA) Enhancing Education Through Technology (EETT) program grant sought to create a model etextbook environment to be utilized throughout all Georgia school districts. The focus of the grant was on teacher development and the use of digital content to differentiate instruction, improve student engagement, and increase student technology literacy by providing them access to digital tools and resources. By leveraging funds from the Georgia ARRA EETT grant program, Thomasville City Schools (TCS), implemented a program to move away from traditional textbooks to help increase student achievement by engaging students and differentiating instruction. Also, they wanted to address issues of low levels of technology literacy among students and a lack of adequate technology resources. Located in rural southwest Georgia, TCS has a graduation rate of 72.7% while students performed at only a basic level of technology literacy and lacked access to technology tools. On the 21 st Century Skills Assessment Pretest, the average score at Thomasville High School was 275, demonstrating basic proficiency, on a scale of Through the grant, a 1 to 1 program was implemented for all 9 th to 12 th grade students as well as 8 th grade students in the Scholars Academy program. Subscriptions to Discovery Education, Scholastic, and Gizmos provided access to interactive digital content and etextbooks for the majority of core subjects. Wireless infrastructure in the high school and Scholars Academy was also improved via grant funding as well as the implementation of a new wireless management system. Additionally, through a partnership with the City of Thomasville, free wireless access points throughout the city s business corridor were established as well as the local Boys and Girls Club. The new digital content has had a huge impact in the classroom. Mathematics classes prior to the grant were taught out of a textbook, now, students access interactive simulations where they can digitally simulate and alter data and functions. In US History classes, the notebooks are now used for a variety of learning opportunities. For example, students studying the Reconstruction Era and preparing for exams each were assigned a topic and completed a slideshow presentation. These presentations were compiled into a single presentation via Google Docs and then uploaded to allow all students access to the complete presentation to review for the exam. Residents of Thomas County have seen the improvements in student performance initiated by this program and have recently approved a local option sales tax to further aid in funding the infrastructure, hardware, software, and replacements that will be needed to maintain this program. Additionally, the TCS has committed to continue funding instructional technology and infrastructure support by system employees through state and local funds. 4
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