Effective Projects Case Study
Media Cart Deployment at Profile School District
is a story about a project that started 9/1/2004.
For more information, please contact: Jacques-Jude Lepine
Assembly and deployment of 12 media carts throughout Middle
and High School
Funding: This project was supported by $3,600 from NCLB
Title II-D (Educational Technology) and $14,400 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
EngLangArts Math Science SocSt TheArts All areas
The strongest force came from faculty requests
to have a classroom media cart as a result of the deployment of the first unit
as a loaner to teachers. Another driving force was the increased teacher
awareness of the versatility and “user friendliness” of the media cart for
the integration of technology in instruction and the use of web-based
material and student activities.
The plot: The biggest challenge during the planning phase was
the selection of quality, cost-effective components and then justifying the
inclusion of the cart in the Media Center
budget. We started by advocating the possibility to the School Board and providing
a demonstration, which resulted in the use of a cart by the School Board for
their own meetings. The biggest challenge during
implementation was prioritizing classroom recipients of the new units, since
only 3 or 4 units could be deployed per year. The technology committee
established a policy about prioritizing requests and intense use of the
The teachers: 37
teachers were directly involved.
students: The media cart is
composed of a multimedia projector, a sound system, a double deck VHS/DVD,
cable to connect to desktop/laptop, and mobile cart. Humanities, Social
Studies, Science and Technical instruction are benefiting from the use of
these carts. In Humanities, a primary use is in the showing of
literature-based movies and video segments, along with the use of web-based
material and activities projected on a large screen with excellent image and
sound quality, and presentation of student digital projects produced individually
and collaboratively. A good deal of what was said about humanities applies to
Social Studies and History as well. Here is some typical feedback from
faculty: “The media cart is used daily. I've become dependent on it for
things such as project web sites, daily assignments, and opening acts.
Students use it to display/present their work. Here’s one example of how I
use the cart. Last week, as an introduction to a unit on Africa, I projected
a YouTube video of satellite images of the earth, about 50% of which were on
Africa or parts of Africa. I was able to teach some geography and get
students excited and grounded for the unit on Africa. Students loved the
images and could clearly compare electrical use from night photos between
North America and Africa.” In Technical instruction, our AutoCAD course was
greatly enhanced by projecting teacher laptop-based instruction.
We gather feedback from faculty and students.
There is a demand for equipment and training from faculty.
The difference: The
cart is a central piece in various facets of technology integration. It
boosts active, creative use of multiple technologies by both faculty and
students, individually and in teams. We
have deployed about three new carts per year during the last four years. It
should be noted that the only classrooms without a cart today are already
equipped with multimedia projectors
connected to teacher’s laptop and that their type of instruction does not
require a full media cart. This is the case of math teachers, who, on the
other hand, have enhanced the use of multimedia projector with a SmartBoard.
From French teacher: I am currently equipped with a video cart consisting of
a DVD player, a VCR player, and a video projector. In the foreign language
context, students view videos pertaining to France and French culture. They
also view films in the language itself, i.e.: comedies, documentaries,
first-hand accounts of historical events, etc. The DVD player also functions
as a CD player. Students complete comprehension exercises by listening to
oral dialogs and conversations on CD. The video projector has USB capability.
This allows for both teacher and students to present computer-based projects,
i.e. Power Point Presentations, virtual Internet tours of French-speaking
conditions: Aside from the necessary
funding, the availability of Tech Coordinator was critical for researching,
purchasing, assembling carts and training faculty. Another essential
condition was the faculty awareness of the immediate applications of the
Media Cart in instructional practice.
for the future:
Recommendations: Based on our school district response, this is a
good fit for the needs and possibilities of rural schools with a modest
technology budget. Talking points: Vast array of applications for technology
integration; Cost-effectiveness; User-friendliness; Incremental
implementation offers benefits at every stage. All classrooms should be
equipped with, or have access to multimedia and digital instructional tools
such as multimedia carts. We managed to do this in incremental steps. The
cost of a unit is decreasing (about $1,200.00), as the main component
(projector) is getting cheaper.
our story: The SAU-wide Media Action Team included
a presentation and workshop on how to assemble these carts. It resulted in
the deployment of such units in the other schools.