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NHEON > ICT Literacy Toolkit

III. ACTION PLAN:    A. Technology Access    B. ICT Literacy    C. Professional Development    D. Community Involvement     [Data]

ICT Literacy Toolkit
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Introduction
1. Standards
2. Research
3. Case Studies
4. ePortfolio Support
5. Presentations
6. More Resources

Effective Projects Case Study

 

Enhancing Education Through Technology at Ashland School District

www.ashland.k12.nh.us

 

This is a story about a project that started 1/1/2007.

For more information, please contact: Sarah Davis at sdavis@ashland.k12.nh.us.

 

This project involved the purchase of nine laptop computers, one mobile laptop storage cart, as well as professional development focusing on curriculum integration and student information system reports.

 

Funding: This project was supported by $10,000 from NCLB Title II-D (Educational Technology) and $5,000 in local funds. The project illustrates how federal funding supports Access - Enhancing existing technology and acquiring new technology to support education reforms and improve student achievement (includes servers, desktops, laptops, peripherals). The project addressed the following grades and content areas:

PreK-2 Gr3-5 Gr6-8 EngLangArts Math Science SocSt TheArts

 

The Setting: Ashland School is a small rural K-8 school with a technology rich infrastructure.

 

The plot: The Technology Committee responded to the staff who expressed a need for additional laptops in order to more effectively integrate technology tools into the curriculum. Data supported this need. Implementation was simple because we were increasing accessibility to an existing form of technology that the students and staff were already familiar with. Wireless access and procedures for use were already in place.

 

The teachers: 22 teachers were directly involved. The entire staff is involved in this project because the mobile laptop carts are available to all classrooms. The major users are the middle school language arts, science, social studies, art, health, and music teachers. They use the laptops whenever they need them in their classrooms either for individual, small group, or whole group purposes.

 

The students: Students are directly impacted because they have the technology tools they need at the moment they need them. The laptops are available at a one on one ratio throughout the day.

 

The data: We collected data on the frequency and usage of the laptops. Staff members reserved the cart for specified periods. Students recorded their initials when removing laptops from the cart.

 

The difference: The laptop usage will be considered one factor that impacts student achievement on the NECAPS and classroom assessments. The entire staff evaluates the progress we have made on the District Education Improvement Plan. The Technology Committee meets frequently to discuss progress on the Technology Plan, implementation of the Educational Technology Curriculum, and all other aspects of the Technology program. This project was developed as a direct response to a need identified by teachers and students. The amount of use the laptops receive continues to increase, thus reflecting the value of this project.

 

Essential conditions: The essential conditions that make this project successful are having the hardware, technical support, training, and procedures in place to ensure that the project is fully implemented.

 

Changes for the future: We would continue to upgrade the laptops as needed. We would try to develop a way to collect more objective data.

 

Recommendations: We recommend that other school districts develop a procedure for using a mobile laptop cart that ensures a smooth system of sharing, supporting, and using the tools.

 

Telling our story: The project have been shared with the school board, staff, parents, and students through newsletters, parent contacts, the school website, Open House, parent conferences, staff meetings, staff trainings, and other communications.

 

Documents to share: none at this time