In Alton, three fourth grade teachers will use two tools, SMARTboards and netbooks, to investigate the potential benefits of ultraportable laptops in the classroom, to reach students of different learning styles, and to promote collaboration in Language Arts and other content areas.  In the Spring, we will equip three classrooms at 1-to-1 netbook ratios;  in the Fall, three classrooms will have 1-to-1 netbooks, with a fourth classroom having a 2.5:1 ratio of students to netbooks.

Chester Academy fifth and seventh graders will utilize 1:1 digital tools to gain a greater understanding of science and its influence on other content areas. Fifth graders will employ interactive whiteboards, handheld response systems, and document cameras. Seventh graders will learn with sub-notebooks and document cameras. Continuous access to these digital tools will allow students to tap into individual learning styles and empower teachers to better differentiate instruction, preparing our students for the 21st century!

Conway's Science Probeware project is designed to provide students with a combination of laptops, handheld probes, and data sensors so that they will be able to create online science journals, collaborate at a distance, collect, analyze and share data, and produce creative products demonstrating their learning. Through the different online tools used students will develop the skills of digital citizenship necessary for participation in global learning networks that characterize today’s learning landscape. 

Students in kindergarten, and grades five, seven and eight will construct their knowledge in the areas math, science, and literacy through an online inquiry based approach. These classrooms, infused with technology including interactive white boards, projectors, logo roamers, video cameras, memory sticks, laptops, scanners, document cameras, will serve as demonstration labs with full technology integration in the 21st century curriculum.  

Franklin will purchase interactive whiteboards for 18 classrooms. Focusing on Math and Science, we also seek to purchase sub-notebooks and science probes. The integration of these tools will support 1:1 ratios during curriculum where hands-on learning reinforces instruction. Additionally, we will provide 3:1 digital tools ratios to help students relate their learning to real-life and increase comprehension of science and math concepts as measured by the state NECAP tests and local NWEA testing.

Jaffrey Rindge will equip two elementary schools with “Mobile Toolkits”, containing digital tools designed to increase engagement and expand methodology used in delivering instruction and assessing student learning. Digital tools incorporated into “Toolkits” include a SmartBoard, Classroom Response System, LCD projector, document camera and projector, and laptop. “Toolkits” will be accessible to five or six classrooms. Professional development will initially focus on integration of tools into mathematics instruction and assessment.

Keene School District will build upon current initiatives in K-8 Math and Science, emphasizing technology by creating 1:1 learning environments through the implementation of interactive white boards and classroom response systems. Teachers in grades K-5 at Wheelock Elementary will create a professional learning community: Tech Teams. Results will be used to inform decisions on upcoming building projects in the SAU #29. Professional development and evaluation guided by the SWnhESC, collaborating with Keene State College. 

Littleton has no interactive whiteboards in Lakeway Elementary School and only two in the district. With the goal of increasing the use of digital tools, elementary teachers were recently issued laptop computers. The goals of this project is to make technology accessible to all students by extending the teacher’s laptop as a classroom teaching tool though the use of interactive whiteboards, projectors and interactive response systems (clickers).  

Manchester proposes to expand our existing district middle school e-portfolio implementation in two ways: 1, an identified group of Grade 7 Math teachers and their students; 2, Grade 6 Language Arts teachers and their students. Math teachers will test the impact of 1:1 laptop-to-student use vs. 1:4 laptop-to-student use with respect to student achievement. Language Arts teachers will work with students to create a digital artifact, reflection, and assessments for student e-portfolios.

This project's goal is to improve instruction and student understanding in mathematics by combining two 1:1 learning projects, National Math Trail and Math Movie Minute (Apple Learning Interchange). Students in two MVMS eighth grade mathematics classrooms will work in groups using digital tools to create short movies focused on solving and explaining real-world math problems students find in their community. Movies will be submitted to the National Math Trail website to encourage broader collaboration.

Newport is placing emphasis on empowering teachers with resources, infrastructure, and time to creatively craft new learning experiences for their students that are relevant to today’s digital and networked information environment. Lack of school funding, however, makes this a difficult task for high needs districts and they must find alternatives to help support teachers to work smarter without forcing them to continually work harder in order to engage their students. 

Oyster River is focused on the question: If students were actively engaged in all aspects of society and thought of themselves as community leaders, problem solvers and mentors, how would the world change? Our project engages middle school students in a science-based exploration of their local environment using web 2.0 tools to be co-creators of their learning. Various teaching technologies such as laptops, interactive whiteboards, and student response systems, will be an integral part of the curriculum development and delivery process.

PHS science, math, and physics students will think globally and act locally, using laptops, probes, handhelds, “Kill-a-Watt” meters, and software to monitor acid rain and water quality, train with the UNH Carbon Challenge and Hubbard Brook Experimental Forest, perform energy audits, and present an environmental summit online and on PTV.  Students will design and conduct a water quality study, educate residents about carbon emissions/acid rain, increase their technology competency, and promote community-wide Carbon Challenge participation.

Pembroke must raise its level of student math achievement. District initiatives have only accomplished marginal results. This intervention will offer more rigorous, relevant and engaging opportunities to move student learning ahead. Small laptops, a college-type blackboard web-based system, providing instant assessment, three-way communication, and access to resources, all in a nearly paperless environment, will be more meaningful to the student learners of today.

Pittsfield will supplement its Everyday Mathematics initiative. Teachers will receive training in the EM program from the district paid consultant as well as training for using SMART Board technology and a student response system as it applies to the area of mathematics, instruction and assessment. Participating teachers will develop and model monthly lessons and assessments from EM. They will collect data on two students that scored below proficient on the NECAP and/or NWEA using the Everyday Math Individual Profile of Progress model.