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| Abstract | |||
| Application
to the Fund for the Improvement of Education (FIE) Program Even though millions of dollars have been spent in the United States in an effort to put technology in schools, American schools are a long way from reaching the goal of having one computer for every child. The effect of technology on student learning can be authentically evaluated only when students and teachers have unlimited access to computers. In an effort to improve and expand the learning connection of Oklahoma school children with the technology tools they need to be successful in their classrooms and careers, the Oklahoma State Department of Education and the University of Central Oklahoma are proposing the continuation of the pilot program which put handheld technology in the hands of every eighth grade student at Mayfield Middle School in the Putnam City School District in Oklahoma City -- Personal Access = Learning Success (PALS). PALS II will expand the project to the eighth graders at Western Oaks Middle School and the ninth and tenth graders at Putnam City West High School. These
eighth, ninth and tenth graders, as well as their teachers, will each
have his/her own "personal" computer -- a computer that is
used by only one person and is available whenever that person needs
it. The Oklahoma State Department of Education and the University of
Central Oklahoma believe that the data gathered as a result of the pilot
will show that when a student has true "personal" access to
technology, He/she will be more engaged in his learning and, consequently,
more successful in school and career. A "personal" computer means that the student has technology ready for him/her to use whenever and wherever it is needed. A "personal" computer means that no one else is going to be using that technology and inadvertently erasing or altering someone else's information. Handheld computers are inexpensive, have Internet capability and are compatible with a variety of educational software programs. As long as the computer lab is down the hallway and requires a sign-up process to use, teachers will consider computers too much trouble and irrelevant to learning. As long as the ratio of students to computers is 5:1, the effort to use them is simply too great with all else that must be accomplished in the school day. As long as computers are not immediately available for each student's use, they will not become part of normal classroom procedure and will not directly impact K-12 education. The handheld devices, which will be checked out through the media centers using a barcode and scanning procedure, will be issued to each eighth, ninth and tenth grade student for use across the curriculum during that school year. Lost devices will be handled much the same as lost textbooks with the student responsible for replacement. If a student cannot afford to replace the computer, he/she may be issued one from a pool of handhelds purchased for that purpose. The building principals and their staffs will develop a responsibility code which the students and parents sign regarding the use and care of the personal technology. Developing responsibility is one of the objectives of the program, so the students need to understand and respect the privilege of participating in PALS II. The grant from the Fund for the Improvement of Education (FIE) would provide handheld computing devices and educational software to the eighth graders at Western Oaks Middle School (MS) and the ninth and tenth graders at Putnam City West High School in the Putnam City School District in Oklahoma City. The program will be expanded to eleventh and twelfth grade students as monies are available. Western Oaks Middle School was selected for this program because the eighth graders from this school, along with those from Mayfield Middle School, attend Putnam City West High School. In an effort to determine the effect of personal access on learning success, a longitudinal study is necessary. Tracking the success of students in these schools will allow such a study. Professional development and teacher education is an important piece of PALS II with the University of Central Oklahoma helping to develop a handheld curriculum for pre-service teachers. As a leading educator of 2,000 teacher education students each year, the University of Central Oklahoma College of Education recognizes the need to prepare future teachers to utilize all technology tools available to enhance student learning. The FIE funds would provide handheld computing devices to pre-service teachers and allow for the integration of curriculum focusing on the use of handheld technologies in the classroom. The integration of handheld technology curriculum would be implemented as a component of six courses. The basic use and application of the handheld computers would be addressed in the Instructional Technology course that all teacher education students are requires to complete as part of the professional teacher education degree program. In addition, the methods courses in the secondary disciplines such as science, math, English, social studies and physical education would be modified to include the use and implementation of subject specific handheld technologies. Approximately twenty faculty members would be included in the training and use of handheld computers. The faculty teaching the following courses would be included: LME 3312 -- Instructional Technology MATH 4843 -- Teaching of Secondary Mathematics BIO 4853 -- General Methods of Teaching Science and Laboratory ENG 4843 -- Teaching English Grammar & Composition in Secondary Schools SOCST 4843 -- Social Studies Methods PHYED 4303 -- Methods of Teaching PE in the Secondary School By including faculty teaching these courses, it will impact the College of Education, College of Math and Science and the College of Liberal Arts. These courses have been selected because inclusion of the handheld computer technology in the curriculum will impact all pre-service teachers and provide content specific application in the areas of professional teacher education, math, science, English, social studies and physical education. The first step will be to train the university faculty in these courses on the use and application possibilities of handheld computers. The training will begin during the summer of 2002 and each faculty member will receive a handheld computer. As university faculty begin to integrate handheld computers in methods courses, specific lesson plans will be identified for use across the curriculum. The faculty will be utilizing the handheld technologies during the fall semester 2002 and will integrate handheld technologies in the course curriculum beginning spring 2003. The curriculum integration will be present in six courses beginning with Instructional Technology. The Instructional Technology course is required to be completed by all students who will become a teacher and is generally completed during the sophomore or junior year. This course emphasizes effective technology integration and will provide the hands-on experience for all teacher candidates. Since this class is taught in a computer lab, it will lend itself to instruction on both handheld use and download functions. The College of Education has three computer labs with 30 computers in each lab. Ninety handheld computers will be ordered for use in each computer lab during Instructional Technology classes. Teacher candidates will be instructed on the basic use of the handheld computer and appropriate K-12 integration. Since all teacher candidates are required to complete the Instructional Technology course, each class includes students from a variety of degree programs. Students planning on becoming teachers in all grade levels and subjects are included in the same class. This mixture of different areas of expertise will allow students to explore and integrate the inclusion of handheld computer technologies across many different disciplines. Students will be using the handheld computers to develop lesson activities specific to their programs of study Instructional Technology students will also discuss the issues of leadership in implementing handheld computers in the classroom. Pre-service teachers will be asked to consider several questions: What is the role of the teacher when integrating handheld technologies into the classroom (leadership, curriculum, teaching & learning, etc.)? What issues must the teacher consider when moving toward handheld technologies? What are the implications of mobile computing in a classroom? Will the benefits of handheld technologies be apparent to all? Who should be using handheld computing devices? Is it appropriate for all students? How does or will the handheld technologies impact the curriculum? What kind of curriculum materials can handheld technologies hold? Where is the curriculum focus with handheld technologies? All methods courses are generally taken either during the second semester of the senior year of study. Inclusion of the handheld computer technologies in each of these courses will focus on content specific integration. As students learn how to teach in the various disciplines, the handheld computer can be implemented as an instructional tool for both professional productivity and classroom instruction. Integrating technology into the curriculum is an important part of technology planning. Without the direct ties to the curriculum and outcomes, technology money is not well spent. With forethought, the emerging technologies of handheld computers can have a significant place in the school curriculum. Back to Top Evaluating technology integration is critically important and will be a significant component of the methods course curriculum. Accurate assessment identifies the strengths and weaknesses and allows teachers to adjust their plans to best use the technology resources. The evolution of handheld computer use in schools can be guided by systems that allow teachers to evaluate the impact of handheld technologies. Questions that will be addressed are: How do you evaluate the effectiveness of handheld technologies? Is evaluation different from other forms of technology evaluation? What kinds of assessment measures are available to determine the effectiveness of handheld technologies? What should we be evaluating when considering handheld technologies? (e.g., student achievement, teacher effectiveness, student productivity) As pre-service teacher candidates complete the Instructional Technology course and the methods courses, they will be prepared to apply their knowledge during the field experience placements. Pre-service teachers completing field experience opportunities in Mayfield Middle School, Western Oaks Middle School and Putnam City West High School will be able to work collaboratively with teachers who are utilizing handheld computers. This will provide further support for the continuation of effective teaching using handheld computers by placing pre-service teachers who have had handheld training with teachers who are implementing integration on a daily basis. Change, in general, is a difficult process for most people. Implementing handheld technology into schools means that educators need to change not only the way they teach, but also the very foundation of how they believe students learn. That is why it is so important to include the integration of curriculum at the university level. Inclusions of the handheld technology in the course curriculum will not only support the use of new tools, but more importantly, it will also support how we approach teaching students today. Moving from a "stand and deliver" paradigm to being a "guide on the side" will be further emphasized through the interactive learning that is present when using handheld computers. Teachers who understand and appreciate the benefits of engaged learning can effectively utilize new technologies and help nurture their students to become lifelong learners in an ever-changing world. Using handheld technologies will require teachers to better understand the learning process and how to utilize emerging technologies effectively. Back to Top The mission of the College of Education is to provide excellent programs which dynamically meet the needs of a changing society and prepare individuals to be outstanding professionals in the various teaching and non-teaching disciplines. Inclusion of handheld computers and integration of curriculum focusing on this type of technology integration will support our mission in a tangible way. Because Putnam City students will have these handheld computers with them at all times for use in all of their classes, an authentic assessment of the effectiveness of technology and its impact on learning will be possible. The goal of one student to one computer (1:1) ratio will finally be realized. As a result of Personal Access = Learning Success (PALS) II, students will have personal and immediate across to the technology needed to enhance their education and learning success. PALS II Program Objectives -- During the summer of 2002, teachers at Western Oaks Middle School and Putnam City West High School will be trained to incorporate handheld technology into the curriculum. Beginning in November 2002, Western Oaks Middle School and Putnam City West High School students will learn to use handheld computers and the many software programs available for the handheld. By November 2002, teachers in all content areas at Western Oaks Middle School and Putnam City West High School will have adapted their lesson plans to integrate technology and incorporate a challenging curriculum using the handheld computers. Because students will be able to use their handheld computers to do classroom work, they will be more engaged in their learning and, consequently, more successful as evidenced by higher standardized test scores. Because teachers will be reevaluating delivery of content to integrate the handheld technology teaching skills will be enhanced and student success increased. Students will improve their collaboration skills because the capability of the handheld computer to "beam" (send and receive information using an infrared port) opens new doors to successful collaborative projects. By May 2004, discipline referrals for the eighth, ninth and tenth grade students participating in PALS II will have decreased significantly because these students are engaged with their education, feel better about themselves, and are better organized as a result of their participation in the PALS II project. By May 2004, parent participation in school activities will have grown as a result of their students' increased success in school and better communication with their students' teachers. By May 2004, other indicators of student success will include improved attendance, lower remediation rates and fewer dropouts. Beginning in summer 2002, UCO faculty teaching Instructional Technology and the various methods courses will be trained on the use of handheld computers and how to incorporate this technology into the curriculum. Beginning in August 2002, UCO faculty will begin to modify curriculum in six courses to include handheld technologies. Beginning in January 2003, the inclusion of handheld computer technology will be present in teacher education courses at UCO. UCO teacher education students will complete field experiences in the Putnam City School District. By spring 2003, LME 3312 Instructional Technology and the other methods courses at UCO will include integration of handheld computer technology. PALS II Program Activities Students will: conduct scholarly investigations using handheld computers, which will emphasize problem solving and collaboration skills that allow students to research, conduct information analysis and visualize certain complex concepts use probes attached to the handheld computers to gather data in scientific investigations (i.e., temperature, light, pH, chemical and physical pollutions) Use spreadsheet software developed specifically for handheld computers to record and analyze data use software development models (i.e., concept mapping) improve their writing skills anytime anywhere use word processing software to take notes and keep journals be engaged in their learning with wireless communication learn organizational skills by using their handheld computers to keep track of assignments, deadlines and activities Teachers will: learn to use the handheld computers, software and probes so that they can develop appropriate and engaging unit plans develop unit plans that require students to identify problems, use their handheld computers to gather information, collect and analyze data and finally, propose solutions to those problems align the lesson plans they develop that integrate hansheld technology to the Priority Academic Student Skills (PASS) keep track of student grades and assignments to help determine the success of PALS II help their students adopt a daily organizational procedure of recording assignments, deadlines and activities in their computers and of checking their online "to-do" lists and calendars regularly communicate with students and teachers using their handheld computers host an event at which teachers will learn how to use the handheld computers checked out to their students. In addition, the parents will be asked to sign, along with their children, a joint responsibility agreement High school science students throughout the Putnam City School District are already using handheld technology to conduct relevant, challenging scientific research. In addition, each high school science teacher has his/her own handheld computer. The school district will replace the devices at Mayfield as needed and local business partners and foundations will be approached to help with ongoing connectivity costs. The process by which to sustain the objectives of this program after the grant monies are depleted is now in place. As PALS II proceeds, a website will be developed which will disseminate the findings of the project. Examples of student projects and assignments that require or involve the use of the handheld computer will be posted on the PALS website. In addition, lesson plan ideas and teaching strategies for using handhelds will be posted for other educators to use. A listserve will be constructed which will allow eighth grade teachers at Mayfield and Western Oaks and ninth grade teachers at Putnam City West to communicate with PALS Project Personnel and each other. Mayfield, Western Oaks and Putnam City West teachers and PALS Project Personnel will make presentations at local, state and national conferences regarding the effectiveness of handheld devices in engaging students in learning. Hopefully the success of the project will be contagious and other schools will see this portable technology as the means to provide a "personal" computer for each student. The Oklahoma State Department of Education is confident that Mayfield and Western Oaks Middle Schools and Putnam City West High School will be the first of many schools to enjoy the educational benefits of every child having his/her own "personal" computer. After the evaluation of the PALS II project is complete and the positive impact on education is documented, the data will have national significance regarding funding for school technology. PALS II Program Evaluation PALS II Project Personnel from the Oklahoma Stat Department of Education will conduct the program evaluation based on: eighth grade criterion-referenced test (CRT) scores tenth grade writing assessment tenth grade End-of-Instruction (EOI) test scores numbers of disciplinary referrals drop-out rates the Oklahoma Academic Performance Index (API) scores Baseline data will be gathered in the fall of 2002 prior to the distribution of the handhelds to the students. The evaluations will not examine individual student data but overall rates and trends. In order to evaluate the success of program objectives involving teachers' integration of handheld technology into the curriculum and the students' use of handhelds for instructional activities, the evaluation team will review standardized assessments for 2001-2002 and compare them to the 2002-2003, 2003-2004 and 2004-2005 results. Even though this grant provides monies for one year, the handhelds will be used beyond 2002-2003, so the evaluation will be ongoing through 2005. Putnam City Schools is already looking at ways to continue and expand the program, so ongoing data will be gathered to substantiate the need for that continuation. In order to evaluate the potential, non-academic student behavioral change, evaluators will compare disciplinary referrals and student attendance data using the year 2001-2002 as baseline. Drop-out and remediation rates will also be compared in a similar fashion. Data will be collected from the district administration office to compare parent participation from 2001-2004. Finally the Oklahoma API for Western Oaks and Mayfield Middle Schools and Putnam City West High School for the next four years will be compared to the baseline API these schools received in 2002. The API is based on the following indicators: attendance dropout rates graduation rates the Oklahoma School Testing Program the American College Test advanced placement college remediation Consequently, the API will provide evaluators with a good assessment of any positive long-term effects the project may have on participants. An overview of the Oklahoma Academic Performance Index can be found in the appendix to this application. The effect of computers on student learning can be authentically evaluated only when students and teachers have unlimited access to computers. The term "personal" computer is really an oxymoron in today's schools where "personal" computers are used 5-7 periods a day, 5 days a week by 1-20 different students each period. When this "personal" computer is used by only one person and is available for his/her use whenever he/she needs it. The effective way to integrate technology into school curriculum in a seamless manner is for every teacher and student to have immediate and personal access to technology. Accurate data regarding the effect of technology on learning will only be collected when all students have personal access to a computer whenever they need it...at home, at school, on the bus, or on a field trip. Personal Access = Learning Success DETAILED BUDGET JUSTIFICATION Putnam City Schools Item
Number Amount Total University of Central Oklahoma Item
Total Putnam City Public Schools' costs reflect their intent to place a handheld computing device with keyboard, wireless cradle and protective case in the hands of each of their eighth grade students and faculty members at Western Oaks Middle School and ninth and Tenth grade students at Putnam City West High School. These costs also reflect the number of devices and accessories that will be held in reserve as replacement for equipment that may be lost or stolen. Also reflected here are the number of wireless access points and networking equipment needed at the Western Oaks and Putnam City West facilities, along with printer, software and science specific probe devices. The only non-equipment cost reflected here is that of contractual services for a networking/equipment specialist who will be responsible for the installation maintenance of the equipment at the two school sites. This individual will be employed for one year using project funds. At the University of Central Oklahoma, handheld devices, along with printers, probes and software will be acquired for the three computer training laboratories within the College of Education. Their costs also reflect the acquisition of the necessary texts and other instructional materials, along with training for their faculty and staff in the basic and educational use of these devices. |
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