Newswire, 2002. INSTITUTION Southeast Initiatives Regional Technology in Education Consortium, Durham, NC

DOCUMENT RESUME

ED 475 287 IR 021 974

AUTHOR Byrom, Elizabeth, Ed.; Bingham, Margaret, Ed.; Bowman, Gloria, Ed.; Shoemaker, Dan, Ed. TITLE NewsWire, 2002. INSTITUTION SouthEast Initiatives Regional Technology in Education Consortium, Durham, NC. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2002-00-00 NOTE 81p.; Published irregularly. Volume 5, Number 2 was created for SEIR-TEC by the Instructional Technology Resources Center in collaboration with K12 Handhelds. CONTRACT R302A980001 AVAILABLE FROM SEIR-TEC, 3333 Chapel Hill Blvd., Suite C-102, Durham, NC 27707. Tel: 800-755-3277 (Toll Free); Tel: 919-402-1060; Fax: 919-402-1617. For full text: http://www.seirtec.org/. PUB TYPE Collected Works Serials (022) JOURNAL CIT NewsWire; v5 n1-3 2002 EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; *Computer Uses in Education; Educational Resources; *Educational Technology; Elementary Secondary Education; Instructional Design; *Learning Activities; Student Projects; Technology Integration; World Wide Web

ABSTRACT

This document presents the 3 2002 issues of the newsletter "NewsWire," (volume 5). Issue Number One focuses on collaborative Web projects. This issue begins with descriptions of four individual projects: "iEARN"; "Operation RubyThroat"; "Follow the Polar Huskies!"; and "Log in Your Animal Roadkill!" Features that follow include: "Bringing the Global Grocery List Project Work to the Classroom"; "International School Partnerships through Technology"; "What it Takes to Develop or Participate in a Collaborative Web Project"; "Sources for Collaborative Web Projects"; and "Adult Literacy Students Explore Antarctica Virtually." Issue Number Two deals with handheld technologies, and features include: "The Impact of Technology onEducation"; "Handheld Technology: The Basics"; "An Overview of Wireless Networking"; "Considerations When Buying a Handheld"; "Educational Advantages"; "Educational Concerns"; "Student Teachers and High School Seniors Beam the Internet"; "101 Great Educational Uses for Your Handheld Computer"; "Picture This!"; "Using Handheld Technologies in Schools"; and "Using eBooks on Handhelds." Also included in this issue are a sampling of projects; grant opportunities; sample educational software; handheld resources; and a glossary. Features of issue Number Three, which focuses on evaluating the impact of technology, include: "Tips for Writing an Evaluation Plan for a Technology Grant"; "Evaluation Questions--Guiding Inquiry in Schools"; "Lessons Learned from Action Research: Evaluation from the Trenches"; "Alabama Indicators for Measuring Progress`; "State Guidelines for Enhancing Education Through Technology (EETT) Projects"; "TAGLIT: A Tool for Measuring a Project's Results"; "Steps in Evaluating a School or District Technology Program"; "Thinking Beyond Surveys"; "Resources for Evaluation: An Annotated Bibliography"; and "Tools for Evaluating Technology Projects and

Reproductions supplied by EDRS are the best that can be made from the original document. Programs." (AEF)

Reproductions supplied by EDRS are the best that can be made from the original document. News Wire, 2002

Edited by Elizabeth Byrom, Margaret Bingham, Gloria Bowman, & Dan Shoemaker

News Wire v5 n1-3 2002

South East Initiatives Regional Technology in Education Consortium

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY

13 This document has been reproduced as received from the person or organization K. Oliver originating it. I)Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

a Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

BEST COPY AVAILABLE SouthEast Initiatives Regional Technology in Education Consortium Memo Fivo Number One 2002 THIS ISSUE: Collaborative Collaborative Web Projects Abound No question about itl The Inter- share with other children who Web Projects net is rich in resources for the need comforting. The project classroom, and one of the most was created in response to the beneficial resources for students needs of children receiving INSIDE... is the collaborative Web project. medical, hospital, or clinic care; These online projects range from experiencing the devastating very structured activities, in effects of natural disasters; and 2 iEARN which students share collected in transition, crisis, or displace- 3Operation RubyThroat data, to full units of study corre- ment from their homes. lated to state or local standards Kids Share Hope: The kids of the 5Follow the Polar and designed by the participants. Global Schoolhouse collabo- Huskiest During the 2001-2002 school rate by sharing their messages year, collaborative Web projects of hope, support, and condo- 6 Log in Your Alabama were a means of making inter- lences in response to the Sep- Roadkillf national connections. President tember 11, 2001 "Attack on George Bush and Secretary of America" tragedy. Students 7Bringing the Global Education Rod Paige highlighted submit scanned drawings and Grocery List Project "Friendship Through Educa- digital photos that portray a feeling of hope and support. Work to the Classroom tion," a consortium of groups brought together by iEARN These messages and images 9International School (International Education and are compiled and shared with Research Network) to facilitate school children directly im- Partnerships through pacted by this disastrous act Technology expanded links between students from the United States of terrorism. 12 What it Takes to and students in countries with Global Art: Students, primarily Develop or Participate Muslim populations. The ages 5-12, create and ex- www.friendshipthrougheducation.org web- change artwork and writing in a Collaborative site links students through let- with several other participating Web Project ters, e-mails, collaborations, schools on the theme, 'A Sense and exchanges to build an un- of Caring,' respond to one 14 Sources for Collaborative derstanding between nations another's artwork/writing Web Projects and to help each learn more through e-mail conversations, about the nther. and display tne Sense of Caring 15 Adult Literacy Students Artwork with descriptive writ- Explore Antarctica According to the Friendship ing and e-mail messages from VIoually 'their participating schools/classes! projectsinclude the following: organizations in a Global Art Show at their ^ 1.:!34 agcs ai j, iidake quilts using Whether the collaborative online fabric squares on which they project has an international have drawn smiley faces, to (continued on page 2)

3 1-31E§'Ir COTT AVAILLB rr-s.N.Zap theme or a narrow curricular focus, teachers and EdUcat. students join with others to share data or ideas, draw conclusions, or develop a product. Through Gummi Irttecactiono these projects, the world becomes smaller, the class- 0.7: FTII 0-411.Tr I StY.6`gettl,C1 room becomes multi-dimensional, and learning be- lUIERIGN KIDS CAN may CMLOREN MGHANISTAN GET BACK TO SCHOOL, comes authentic. !off nwInnnrInnn7n [AKA. nornen nalalq In .9 inbtOn np...rtyltn 41111n,c1r:nknal mnArnh 7.1:7°17-"" If you have not had your class participate in a col- COVIttal WI mach:al inspnqd btln laborative online project, now is the time to begin. I.E1 Gum.= ma m. a o NIA The articles in this issue of News Wire address sev-

51;%=;::' eral projects to join, sites to check for project list- erridoe ft..atta 6. ings, tips on developing and participating in online

nen.uon....tn Anna n projects, and experiences others have had in devel- L.-My...A...moan, rAlan c .1.. PM" Maar, tbo a,/ ust...to Me n., nnen ca,rnnan,nre WI. N oping or managing collaborative online projects. .I.P..I.I.5.0Mr.* ecawss cutial b. pew t a maw .714.Mat . Perhaps they will be just the sparks you need to 04er M1Pibra

Comfort Guilts get started! fin R4a.K, POro Cram 1k,12,k4.74thT, Na cagEars,9 71.% vat. 111. f1170. cominrt quit far .15.trg Palatal tt0l7W,I0 mow Pod,. Corm et a Immatal nKt.r.h.Pciatitan iEARN: Kith Mare Hop. 01-OlE3 Vatra trot TIAryo tHate. conoolanccs nvonsa 1'0 PO !iapenr:af It 7.031 h11.. On g:V=IntOrcupt of knit Offering Projects Since 1988 row rte trcr:i tin% i1.693 Recognized as one of the first groups to offer students and teachers opportunities for online collaborative projects, iEARN (International Educational and Research Network) at www.iearn.org has an extensive list of online projects. All iEARN projects focus on providing the following: An inclusive and culturally diverse community A safe and structured environment in which students can communicate An opportunity to apply knowledge in service-learning projects A community of educators and learners making a difference as part of the educational TEA

process Owlor Os W.A. Projects C/ Okaaso Ast Osnsm of Cmmng The projects are organized in three major .../#1. CYV/ CA. tnete..., curricular groups: ar4 car-anyea0 Apt. evearatmml. b..," L.. 'A., Pe ile-A711.. .0aa 11...pao Creative/Language Arts irkeNCO Ira g 4one:Ato.A M.I.5 A R.., 0..elmr....g1.0 yam, nr-Aapne GiAAn r*Sr re:13.7C, ArAunel Atop 1Inne, enin,...,tn..1.1 ant wall, NI pm,n wog. Science/Environment/Math por".,--aora Ilvaptsvonstrorm 10.-va =a. .0-r. ct gIng=fgj::::=QT707,17=1" Social Studies C54.111.41.1,41 Participants have the option of participating in structured online projects that are ready to start (See www.iearn.org/projects/index.html) or to work with other classrooms to design and implement projects specific to a curricular area or classroom need. In addition to online projects, LEARN provides interactive forums, news, professional development opportunities, and an extensive database of members and prujecis. Membership in iEARN is school-based. Once a school joins iEARN, all teachers and students in that school have access to all network resources. (2001-2002 school-year prices were $100/teacher or $280/school.)

ctIrg 1:firc r. 4 BEST COPY AVAILABLE A classroom teacher commented, "Hummingbirds are wonderful tools to excite students about learning." This idea is the basic premise of "Operation Ruby Throat: The Hummingbird Project," an innovative, international, cross-disciplinary initiative through which students, teachers, and others collaborate to study the behavior and distribution of Ruby- Throated Hummingbirds °, (Archilochus colubris). The project is an outreach endeavor of the Hilton Pond Center for Piedmont Natural History, a excites them more than catching a 501(c)(3) non-profit education and re- bird, banding it, and releasing it back search site near York, South Carolina. into the wild. Learners of all ages can benefit from banding hummingbirds, Since its founding in 1982, the Hilton and I see working with these tiny Pond Center has been the most produc- feathered creatures as the ultimate tive bird-banding station in the Caroli- bird-banding experience." nas and one of the most active in the southeastern United States. It is also a It was this dual interest in bird band- popular field trip location for K-12 stu- ing and hummingbirds that gave Hilton dents, education interns, teachers, col- the idea for "Operation RubyThroat: lege classes, conservation groups, The Hummingbird Project," a unique garden clubs, and civic organizations initiative that challenges and connects from across the Southeast and beyond. student observers through the Inter- The extensive education and research net. In Operation RubyThroat, partici- work of the Center is described in words pants observe the Ruby-Throated and photos at www.hiltonpond.org. Hummingbird in their home countries and share information with peers Bill Hilton, Jr., founder and executive across North and Central America. director of the Center, is the facility's pri- Students make observations on such mary research scientist. He is licensed hummingbird behaviors as early arrival by the federal Bird Banding Laboratory dates during spring migration, num- to capture wild birds, place bands on bers of visits to hummingbird feeders, their legs, and release them unharmed. and species of native and cultivated flowers that are visited by humming- "Banding is one of the most important birds. Data are submitted electroni- tools in hcl-ping us learn about bird mi cally via online forms to the Hilton gration," Hilton said, "and about other Pond Center, which then assists par- things we wouldn't know about birds, ticipants in disseminating write-ups including longevity, site fidelity, and of their work through scientific and population dynamics. But bird banding education publications and/or the is also a useful educational tool, and Operation RubyThroat website at nothing I've ever done with students (continual on next page)

,, '1-.,I, "in, (confined from previous page) science into other disciplines and vice www.rubythroat.org. Participants learn about versa. For example, when a science natural history; reinforce skills in math, class studies hummingbird migration, science, writing, geography, art, lan- students also learn about geography. guage, and other disciplines; and gain a Or, when science students generate deeper understanding of the need for graphs showing how many times a environmental cooperation among hummingbird visits a feeder in a day, people of the Americas. students master math and computer skills. And when an art teacher has In March 2002, Operation Ruby Throat students observe hummingbirds and affiliated with The GLOBE Program make sketches, her students will learn (wmv.globe.gov), an online project that al- about hummingbird morphology, as will lows students at GLOBE-certified drama students who write and perform schools to submit hummingbird data a play based on hummingbird behavior. and correlate them with traditional In keeping with current trends in edu- GLOBE observations of atmosphere/ cation, Operation RubyThroat activities climate, hydrology, soils, land cover, are correlated with Howard Gardner's and phenology. Non-GLOBE schools theory of "Multiple Intelligences." may follow the same hummingbird observation protocols outlined for GLOBE One of the most compelling aspects of and submit data directly to Operation Operation RubyThroat principles is that Ruby Throat viadatagrubythroat.org. they can be used with students at any grade level. Students in elementary Because hummingbirds tolerate hu- school might learn to make simple ob- mans and are drawn to feeders and servations about hummingbirds, while flower gardens, these tiny birds are advanced high school biology students ideal subjects for observation and re- might conduct hummingbird research search. In addition, the general mys- projects that are worthy of publication. tique of hummingbirds makes them Teachers who field-tested Operation stimulating topic for study and discti4- RubyThroat in the 2000-2001 academic sion among children and adults of year reported that project principles ex- ages. Operation Ruby Throat capit es cite students about science, yield de- on such interest to raise awareness/in monstrable improvement in science its participants of natural history apd of learning, and "align with state and local the interconnectednessand mutual curriculum standards." conservation needsof countries in the Western Hemisphere. The main goals of Operation RubyThroat are the following "Seven E's": In Year One (2001-2002 academic year), participants in Operation Enhance K-12 learning in science, Ruby Throat were located in the United particularly conservation and natural States, primarily in the Carolinas and history New York. In Year Two, the project will Expand student use of technology, expand to include participants in 38 especially in the natural sciences states and Washington D.C., and in Year Three to Canada, Mexico, Belize, Excite students about field research Costa Rica, El Salvador, Guatemala, and potential careers in ecology and Honduras, Nicaragua, and Panama related areas everywhere Ruby-Throated Humming- Emphasize integration of natural birds regularly occur. science learning into all science disciplines, as well as into arts and Although many teacher/student groups humanities are using Operation Ruby Throat to enhance science learning, Hilton is quick Enlighten students about environ- to point out that this is "not just a sci- mental factors that affect humming- ence project." Operation RubyThroat is, birds (and humans) by design, a cross-curricular project Encourage international under- SEIRTEC that encourages teachers to incorporate standing by using technology to

6 MST COPYAVAILABLE build student and teacher networks Foundation and Phillips Petroleum Bird in the Western Hemisphere Conservation Fund ($17,500 each), Establish an exemplary program Foundation for the Carolinas Impact that serves as a model for other Fund ($6,000), and Perky-Pet Corpora- cross-disciplinary projects that tion ($2,000). These funds will be used focus on new topics in Year One primarily to recruit teacher/student groups from the Caro- Operation Ruby Throat also leads to lo- linas and New York, but participants cal conservation efforts through which from any state or country in students and teachers protect or create which Ruby-throated Hum- TM schoolyard or backyard habitats used mingbirds occur are welcome. 0- ;On by hummingbirds and other organisms. ItubyThroat Details about how to join this Hilton Pond Center has received more exciting Internet-based learn- the Hummingbird Project' than $80,000 in grants, corporate doing initiative are outlined on nations, and individual gifts to begin the Operation Ruby Throat website at implementing Operation Ruby Throat. www.rubythroat.org. Teachers also may con- Donors include The Christensen Fund tact Hilton Pond Center via e-mail at ($35,000), National Fish & Wildlife [email protected] for more information

Follow the Polar Huskies! PolarVVVVVIse Ares,greNt Weiler ludas Inn

IMImaral nin ea* Por11,,- 4a, --sow For several years, "snow dogs" have been seen in many class- wri r ortun rooms around the United States. This is because of the NOMADS

Adventure & Education Online Classroom Expeditions. Ms Tao illvtatus 111111 211111. tut Sir op vas' En !um nocar 11r; ft= 1121.40.1ap.c.. .14:1 gum; rut. NOMADS Adventure & Education (www.polarhusky.com) has com- Ve07 Ilf Cw NAV ve,..11* bined adventure with classroom education since 1992, when 1.161,0 founders Paul Pregont and Mille Porsild worked with world- Mum renowned explorer and educator Will Steger as part of the highly acclaimed International Arctic Project (1991-1995) on a project that brought global awareness to the importance of Arctic Regions. The first "reports" from the trail consisted of less than ten words, sent from a 2-by-4-foot computer powered by a hand-cranked generator! NOMADS Adventure & Education, Inc. was legally incorporated in 1996 to make the adventures available to more schools. The spring 2002 six-week Pimagihowin (translated "Living From the Land") expedition began February 15, 2002. The expedition explored the wilderness and traveled ancient Native Ojib-Cree paths of northern Ontario by dogsled with powerful polar huskies, as well as by canoe and on foot. The journey was filled with unique scientific and cultural learning opportunities. The NOMADS project offers an interactive website and a "gated" Web community with a regular collaboration forum, moderated chats, digital labs, video and audio broadcasts from the trail, and an extensive resource database. Comprehensive classroom materials and online resources correlated to U.S. National Education Standards are prepared and sent to each school participating in the expedition. Units within the Curriculum and Activity Guides are designed as multidisciplinary, hands-nn, mind-engaging activities that relate to multiple intelligences and learning styles. Up to 3,000 classrooms may subscribe to each seasonal Polar Husky adventure for $99 each; the cost for an entire school is $299. If you are seeking a collaborative Web project that is structured in accordance with different learning levels for K-12, then check out www.polarhusky.com for the next seasonal project!

.t''z..is Tiro iliEST COPYAVAILABLE 7 Log In Your Alabama Roadkill!

Teachers in the Mountain Brook City about which animals they might Schools (Mountain Brook, AL) are find and under what conditions. looking for Alabama Roadkill! As part On the RoadKill Data Form at of their summer Annual Technology www.mtnbrook.k12.al.us/aeademy/6thgrade/ Academy, Mountain Brook City roadkill/InteractiveRKill.htmlstudents enter Schools (MBCS) their roadkill information and respond to questions about the condi- participants de- Roadliill In Atabarrsa velop technology- :...... 47777: tions (weather, lunar phase, and YrYY Of a Maur, a la h. a. ." enriched units Branblarta. a temperature) and location (longitude, that correlate latitude, and type of road) that affect with the local ...mehos,. animals killed on Alabama roads. curriculum W. Using this form, students submit framework. The their data to the MBCS Roadkill web participants are collection. They also can submit their am*. expected to cre- no' 1 findings to a national project, Roadkill ate and maintain 2001, atwww.edutelorg/roadkill/altindex.html. their web pages. In addition to submitting their find-

One of the 1 S. au at M. ings to the Web, students graph their 04. el1 projects, findings based on the data from the Roadkill, is a 11. ,...1 RoadKill Data Form. good example of a collaborative Note: The national Roadkill Web project. ta Ow. emiaa le..actra.0.1...a.#4 Even though it is WHO Project began included in the fratthtirte.0....1.a. with a National sixth grade list- Science ing, author Pam Foundation Baugh indicates grant called that the project Environet, is appropriate for awarded to any age. However, anyone who has Simmons Col- worked with middle-school students lege in Boston, will recognize that this project will be but the project an instant hit for grades 6-8! has been moved from the Simmons The MBCS project is organized into server (still listed on many sites as the two major sections: Questions and link to the Roadkill Project) to the Performance Tasks/Projects. It uses EduTel Communications, Inc. server the same goal as a national Road Kill atwww.edutel .org /roadkill /alt_index.html. Project: to involve students and teachers with scientific monitoring of If you search the web, you will find an environmental parameter, accom- several spin-offs or customizations. plished by using the Internet to record For instance, a great example of a findings and compare the findings "make it fit your area" version is the with those of other schools participat- Pennsylvania site atvAvw.eh.beth.k12.pa.us/ ing in the project. monagacci /details.html.Take a look at the MBCS Roadkill project and consider The MBCSMBCS Roadkill site includes a creating a similar projectfor your Warmup-Roadkill in Alabama locale. Our other five SEIRTEC worksheet and a RoadKill Data Form. statesGeorgia, North Carolina, On the Warmup worksheet, students Mississippi, South Carolina, and complete the KWL chartWhat we Floridaare also rich in roadkill! Know/What we Want to know/What we Learned and make predictions

i',:cfag Inc 8 3EST COPY AVAILABLE Bringing the Global Grocery List Project Work to the Classroom

By David War lick Note: One of the longest-running online projects is the Global Grocery List, developed by David Warlick, who has agreed to describe his experience in posting and managing a collaborative Web project since 1987. We hope you enjoy his recollections of a project that now draws participation nationally and reaches international classrooms. Project-based learning is a difficult concept to Students share local describe because it is a nearly impossible thing to define. There are probably as many different grocery prices to definitions of instructional projects as there are build a growing table instructional projects. Some are very broad in focus, and others are narrow. Some projects ap- of data to be used in ply to a specific instructional standard, while social studies, others integrate a large number of skills and content together. Some projects require telecom- science, health, munications, and others can be done the old mathematics, and fashioned waywith books. Some projects are complex in implementation; others simple. The other disciplines. Global Grocery List project r111/-1011117..21-MW,IIMMUF-NiMI11 is the simple type. In as 12th Year Online qtit.Nams Glob Panst-panng G Thy Gram Lhot U1411% s'Aic LI texe..61.4.. UM Begun in 1987 as an e-mail project, Global Gro- r4ne -- two+ 44,-.4(. wIVI Vfmnt fnektki, &shwa 141.4. 44.1 F6Pe is cery List (GGL) is the second-oldest continuing 4mt prim ,.., p.6, .1, .4.. r P. G. .4IF 4144 «0 online project on the Internet. The project started ,1.17:l3f.771.174;14.0.041.^v, 11..1,40 b. L.e.Seaipre in Person County, North Carolina, where I was the .1.11a. corr., ,1015. Director of Technology and first asked the ques- t tion, "How much do groceries cost in your town?" That question was sent out to locations from 4.=::="4r.:,...tr um Ch.e., Miller, Australia, to Dublin, Ireland, and points HII12.41.1- 11,44 12:" Nut 11011 I-- between over the FrEdMail network. At that time, Good 1.1 ti 64e 1 ls1 4 r Person County Schools ran one of the 37 North 6o ...Sou 1 9.1 4 r 0.102.1., W1.6. Ma 1 0.6.820 4,14 r Carolina nodes to the network, and when the e- P17.7141 C.. -4 G.* 1 6t16, r Um./ 'ad. 1 WU, I .., fr mail message went out with a grocery list and the 1.114, i 41., r--- a.0 i n 11 11 1-- task, students in towns and cities around half of r--- ca. 190.1 f--- the globe went to their grocery stores, collected v.a ong. i .., 9 i 1111rca 64,8.. r ",,.....o, Ms* 1..1 taa r- prices, averaged the prices when they returned to Moo..<6.11,611 their classrooms, and sent their prices, via e-mail, 1--- back to me. Teachers who sent in price lists were added to a mailing list and received a copy of all prices submitted from that point on. M.11111111110111M11111P11"'"s'

(eantinned on next page)

9 (ire 13:11WQ'T PCIDIT AITA TI A 171T In (continued from previous pap) Recently, teachers have begun making Typically, teachers would keep a their own GGL websites. Here are a few: posterboard chart attached to the wall in their classrooms. As new price lists A lesson description by Ms. Mindy would arrive in their e-mail boxes, they Hensen of Cedar Valley Middle would have students record the new School, posted on the Text Center for location and its prices on the chart. Educational Technology website: Some teachers also kept databases of www.tcet.unt.edu prices using the original AppleWorks, Ms. K. Johnson, of Oakridge Elemen- on Apple II computers. The growing tary School. added a GGL page to her table of prices could then be used classroom website:www.teacherweb.com/ throughout the year to demonstrate FL/OakridgeElementary/KimJohnson/astm concepts of social studies (transportation), science (climate), or mathematics Ms. Throop, of Bascomb Elementary (projecting trends or converting foreign School, also added a GGL page to currency). In the first year, a health her classroom website: teacher in Montana had his students http://webtech.kennesacedu/sthroop/rIefault.htm calculate the best place to get Vitamin Ms. Cindy Best, of Whitney Young C or Vitamin A. Elementary School, added a GGL page as a lesson plan for her stu- After learning a little HTML and moving dents:www.jefferson.k12.ky.us/Schools/EI- to the North Carolina State Department ementary/Young/ggl.html of Public Instruction, I transferred the Global Grocery List project to the Web. There are two weaknesses of this It was a static webpage that included an project as it exists currently. I fre- explanation of the project and the gro- quently receive e-mail messages from cery list. It also included all incoming teachers asking about price lists that prices, which was a giant improvement are obviously not accurate. Actually, since any teacher with access to the this can be used as a benefit to the instructional process. Students need Web had access to all submitted prices. to see that data from the real world is In 1996, after I left the Department of not always as clean as data provided Public Instruction and set up office as a by textbooks. If the students have to consultant, I began to learn how to pro- make judgments on whether to use an gram webpages to run off a database. entry where sugar is selling for $40 a The first project to benefit from this new pound, then this is probably a good technique was Global Grocery List. In- lesson for them. stead of sending their prices to me by e- mail, after which I had to enter them by Secondly, participation from countries hand into a webpage, teachers could outside the United States is disap- load a Web form and enter their prices pointing. Although many schools in directly onto a webpage. The prices were Europe and Australia are online and then added to a database (originally rapidly increasing numbers are using FileMaker Pro and now MySQL) where the Net in Asia and parts of Africa, it is still difficult to get project announce- they could be accessed and printed on ments out to these audiences. There price-report webpages at any time. must be a trick to it that I will learn in Today, GGL will accept prices based on the future. metric or empirical units, in any currency listed on the OANDA currency Until then, there is plenty to learn exchange site, and automatically con- about the United States from our vert prices to a common value. You can shopping casts. Check outhttp:// access prices in any currency for any landmarks4schools.org/ggl/index.htmland join year between 1995 and 2002 and list an ongoing collaborative Web project any of the commodities in the price list. that offers many lesson opportunities The prices can be listed in tables for for your classroom! printing or as a tab-delimited file that can be imported into a spreadsheet.

,:::!q# II 4 I nternationk 01Partnerships h g _ogy

By Diane Midness I just bubble with excitement Ar this project-and-the future of this project. I do not want to contain my ertfhiisk-1-arn-like-the-proud Parents or grandpar- ents that say, "Let Me show you a picture of ..." Eiccept, I say, "Let me show you this e-mail or this project or tell you this story." k My students come to class and ask, "Are we going to work on the project today? Did we get any mail? What do you think is going on there? Did you see ... and ...about their area on the news? When are you going to show us how to do ... and ... so we can do that with our partners? Why did you say they aren't able to write right now?" These daily questions reaffirm what I feel. They keep the fire burning, and I do not want it to go outfor them, for future students, or for myself. This project has been a wonderful way to make my curriculum more relevant, to teach cultural diversity, to teach appropriate social skills or workplace readiness (the fact that they may be working with someone from a different culture or race), and that living in a remote area doesn't mean that you are cut offfrom the world and the world's events. Thelma Kastl, Vocational Education Teacher, Ashe County High School, North Carolina

Who would not want to have this situa- economy by improving student compe- tion in their classroom? Thelma Kastl tencies in technology and cross-cultural and her students have been participat- communication. Teachers and students ing in International School Partner- use telecommunications to interact di- ships through Technology (ISPT) with a rectly with and learn from teachers and class in Ramat HaSharon, Israel, since students in other countries. the fall of 1997. She and other teachers in North Carolina and 40 different Begun in the spring of 1997 with two countries have learned that working pilot partnerships, ISPT has sponsored and learning with others from different approximately 240 classroom partner- countries and cultures is motivating for ships involving about 7,000 North students while making them more Carolina students in partnerships with aware of the world around them. schools in 40 different countries. Ap- proximately 25 North Carolina high The challenges of emerging technologies school classrooms each semester are and a global interdependent economy partnered with classrooms abroad. require students to develop skills in Schools in rural areas with little or no technology, language, and communica- exposure to other international cul- tion. To function effectively, they must tures are the primary focus. understand and respect other cultures, be able to communicate with those who Teachers from all curricular areas col- are culturally different, and understand laborate with international partners events in other countries and their im- to design programs that support their pact on the United States. TSPT is a pro- mutual curricular goals. Students gram of The University of North implement these programs using In- Carolina's Center for International Un- ternet technology. ISPT has been par- derstanding with the objective of prepar- ticularly popular and successful with ing students to compete in today's global (confirmedon next page)

1-t (continued from preying page) "Relevance is so important to teaching social studies to adolescents, and we are second languages, social studies, and not in a vacuumwe are a global com- business education teachers. The part- munity. Teachers would not be able to nerships provide these students with real applications with real people for do this program without the resources achieving curricular objectives. Their and expertise that the ISPT offers." experiences in the program enable stu- Mary Alice Lodico of Tuscola High dents to practice language skills, to School has moved the communication learn about other cultures, to learn between students from e-mail to face- how to communicate with other cul- to-face conversations. In the fall of tures, and to understand how they are 1999, teachers and students from connected with the rest of the world. Nantes, France, visited their partner school in Haywood County, and in the The program has defined six cultural spring of 2000, students and teachers communication competencies that stu- from Waynesville went to visit their dents need to develop to communicate successfully in our global society. partners in France. These include factual knowledge of "Before the French students came to countries, the ability to recognize simi- live in the homes of their 'correspon- larities and differences in cultures, the dents,' writing e-mails was seen by ability to rec- some students as simply an assign- ognize the ment to be fulfilled for a grade, and I popultira nut 4Ifit,tys Nig; 41Intti importance of rot Isoototen, had to nudge them to send their next culture in e-mail," Lodico notes. "Most, however, eel; communica- MVOMOVIM 11 4111111111111 looked forward to writing and were im- tion, the abil- patient for replies. Now I don't, and ity to can't, keep track of their exchanges, it _ . recognize ste- happens so regularly.... Communica- .. reotypes and tion has taken off, with lots of biases, un- Franglais,but they're developing lin- derstanding guistically and forming terrific bonds of the human that will become fast friendships after a impact of I week's stay in the homes in Nantes." world events, and the abil- The use of technology is essential for ity to respect students in ISPT since all communica- cultural dif- tion is done electronically through In- ferences with- ternet applications. Students and out agreeing teachers are given a real application to with them. These competencies have use the skills they have been required been correlated with all high school to learn for the North Carolina Com- curricular areas in the North Carolina puter/Technology Standard Course of Standard Course of Study. Study. Partnerships are given webpages they may develop for communication Candi Lavender of Parkland High and publication of student work. School has found that her partnership has helped students associate what Following the events of September 11, they are learning in World History with 2001, it is more critical than ever that real people and real places. Lavender we strive to reduce conflicts and in- says, "My students learned a great deal crease understanding worldwide about their partnership country that through uter national education Pnd would never have occurred without the collaboration. Teachers and students partnership: Moldova isn't on the list of realize that they do not know as much countries to cover in World History, but as they should about cultures other by using Moldova as a case study for than their own and have begun to won- the collapse of the Soviet Union and der what people outside of the U.S. santrEc aftermath, students felt they had a think about the U.S. and its people. stake in what happens there. Students in ISPT partnerships have

1,1 i re 12 Teresa Wile's keyboarding students at West Bladen High School created Power Point presentations based on 4 correspondence with their partners in Hungary and research they did on the Internet. She writes that her students 1.. "...have learned to make group decisions, take leadership roles, peer teach, meet deadlines, and develop technology skills." Stephanie Flatt of John A. Holmes High School writes, "I am really im- pressed with the responsibility and developed an interest in learning more initiative my students showed in this so they can develop greater understand- project. The detail and maturity of the ing for themselves and their partners. reflections showed their enjoyment, growth, and learning." A student from Freedom High School working in a partnership with a class Mary W. Evans, a business education in Lebanon wrote, "This partnership teacher at South Lenoir High School, has changed how I think about the also writes, "This is a wonderful ways that students in other countries supplement to the curriculum that think about America." gives real-world experiences to students that will last a lifetime." Teachers and students have recognized that their relationships with Thelma Kastl recognizes changed stu- their partners and the new attitudes dent attitudes: "I have seen this part- they are developing will continue to nership turn many of my students affect their lives after the partnerships from being self-centered to more bal- are completed. anced. It has also allowed my students who are less vocal and social to James Douglas, a business education participate in a project that allowed teacher at Smithfield-Selma High them to communicate and express School wrote, "Thanks for making this ideas without fear." possible. It has been good for me as a One of Kastr s students, who origi- teacher and, I think, for my students. nally did not see the need to commu- As a matter of fact, I think that my stu- nicate with anyone outside his dents will benefit for years to come be- community, now says, "I found the cause of my involvement this semester." project to be interesting and personally fulfilling. It has really changed ISPT partnerships have not only my life. It changes the way you think changed how North Carolina students about global events happening when relate to the worldstudents from other you know someone who is personally countries have also had their horizons involved. I hope to meet more interest- broadened. Students in India wrote, "We ing people, such as I have in this were overwhelmed to receive your letter. project, during the rest of my life." All of us are guessing your probable face and figure. The places you all must live must be common for you, but it is a r dream place for us. We were all crowd- ing here before your letter...." A student from China wrote the following to the ISPT coordinator: Thank you so much to join us together in the Internet over the globe. I just want to represent my

(continued on next page)

13 BESTCOPY AVAILABLE (confirmed from previous page) classmates to say: your work is an Internet line, which not only means much to us! ...A few months connect all youth, but also join ago our English teacher told us the wishes of the future! we'll join the ISPT project. Every one of us can't help but be excited.... It's More information about ISPT may really like a dream, a wonderful be found at www.ga.unc.edu. The Inter- dream to us. Now the dream comes national School Partnerships true; now we can talk with other through Technology Program (ISPTP) youths all over the world; now we is a model that other states may can feel and join our friends' lives, want to consider. Contact Diane no matter how far we are away Midness of the North Carolina Cen- from them.... Please believe in us, ter for International Understanding we'll make full use of the priceless (412 N. Wilmington Street, Raleigh, NC chance to communicate over the cul- 27601, 919-733-4902, ([email protected]) ture, to know the real world by our to discuss the structure and benefits hearts, to let the world know: there of the ISPT Project.

What It Takes to DeveloporParticipate in a Collaborative Web Project

Just as the Internet offers multiple sites to join collaborative Web projects, Web travelers can also locate sites with suggestions for both designing online projects and for successfully participating in an existing project. NickNacks Telecollaborate! at http://telecollaborate.net offers not only guidelines for designing an online project but also provides a template for assessing your software and hardware capability for telecollaboration ( NickNacks TeleCheck), a template of the elements of a successful collaborative project (NickNacks Project Planner), tips on exchanging files on the Internet and finding participants, and a list of websites offering existing projects (http://telecollaborate.net/education/edfind2.html). One of the strengths of this site is the list of considerations in managing collaborative online projects. These considerations include the following:

1. Know your specific hardware and software needs. 2.Work out the bugs ahead of time. 3.Test your project on a different computer before soliciting participants. 4.Clearly state specifics in your call for participants. 5.Select enough participants to complete project goals. 6.Determine how to handle too many participants. 7.Make sure participants can do what the project requires before the project starts. Prartire data exchange procedures. 9.Meet the deadlines you set.

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11. Encourage and support participants. 12. Be flexible to the needs of participants.

BEST COPY AVAILABLE 13. Be prepared to go the extra mile. 14. Complete the project regardless of complications or surprises. 15. Thank everyone. 16. Distribute outcomes to all. 17. Keep in touch. 18. Have fun. (Source: http://teleeollaborate.fiet/eacation/e4develop.html)

One of the first sets of guidelines for developing and organizing online projects was from Judi Harris in a 1995 The Computing Teacher magazine column, "Mining the Internet," and later in the ISTE publication, Virtual Architecture (c. 1998). Some of her ideas on organizing telecollaborative projects can be found in the archived article athttp://Irs.auiuc.edu/mining/February95-TCT.html.She suggests:

1. Choose the curricular goals. 2.Choose the activity's structure. 3.Explore examples of other online projects. 4.Determine the details of your project. 5. Invite telecollaborators. 6. Form the telecollaborative group from those interested or registered. 7.Communicate regularly with participants. 8.Create closure.

Maybe developing an online collaborative project is more than you want to try just now. Instead, start with participating in several of the many projects on the Web. When deciding to participate, follow the steps below based on the iEARN (International Education and Research Network) guidelines:

1. Identify a project of interest and find out if the project is still active. 2.Check the "Purpose" and any "Update" topics to correlate them with your classroom needs. 3. Contact the project coordinator to introduce yourself, your class/ school, and reasons for your interest in the particular project. 4.Locate the necessary equipment, software, and materials. 5.Develop a classroom timeline for conducting the project activities. 6.Organize the students for the activities and in groups for peer editing of messages prior to submitting. 7.Respond to recent postings/topics on the forum. Remember, all etidents wantand need responses to their messages. 8.Communicate. Even if you can't contribute for weeks, send a note to say so. Whether you decide to develop a collaborative Web project or just participate in some of the existing projects, have fun! SEIRiTEC

BEST COPY AVAILABLE 1 5 Check Them Out: Sources for Collaborative Web Projects

OnlineClass at www.onlineclass.com offers similar structure with a project de- Collaborative Online Projects: six-to- scription, project instructions, project ten interactive learning units in which data, student area, teacher area, ref- schools (grades 2-9) work in collabo- erence material, and online help. The rative groups. Units such as Dino- projects are correlated with the National saurs Alive, Bugs Count, The North Science Education Standards. American Quilt, On the Trail with Lewis and Clark, We're Talking Books, Global SchoolNet Foundation is the DoodleOpolis, Blue Ice, and Mythos "tried and true" source for online col- include a collaborative activity, activi- laborative projects. They have offered ties for the classroom, Web reading, free collaborative learning activities since Web links, moderated Web discussion, 1984. Located at www.globalschoolnet.org, the student work displays, and teacher site's Projects Registry is a clearing- support. Pricing for units begins at house of projects from around the $135/school. Also available is a free globe, some hosted by the Global monthly e-mail newsletter containing SchoolNet Foundation and others by tips on how to use the Internet in the reputable organizations and by class- classroom, technology reports, updates room teachers worldwide. Users can on OnlineClass programs, and com- search by student age, project start ments from educators using the Inter- dates, curriculum, technology, or level. net in the classroom. Also available are online, real-time expeditions for students to join a sailing The Quest Channel from Classroom ship, climb a Peruvian Andes peak, or Connect at http://quest.classroom.com offers travel around Africa or Australia. standards-driven, interactive geo- graphic expeditions and travel with a The Project Center at www.eduplace.com/ team of experts, adventurers, and stu- projects from Houghton Mifflin Company dents to solve mysteries around the is filled with collaborative Internet K- world. Team leader, Dan Buettner, is a 12 classroom projects submitted by familiar figure to long-time Internet- educators for mathematics, science, using educators from his early adven- social studies, and reading/language tures in MayaQuest and AfricaQuest. arts classrooms. The Project Center Past quests and resources are available also includes a guide for creating your when you subscribe to the current own online project and a form for sub- quest. Most past expeditions have tar- mitting the project for posting. There is geted upper elementary through high no charge for participating either in an school students. existing project or for submitting your own project for others to join. The Stevens Institute of Technology offers collaborative K-12 science Some sites with links to other website projects at http://lascience.ati.stevens-tech.edu/ collections of collaborative online collabprojs.html. The projects, correlated projects include the following: with the National Science Education Standards, are designed and managed Kentucky Educational Television: by the Center for Improved Engineering www.ket.org/Education/IN/projects.html and Science Education (CIESE), lo- Judy Harris's book: cated at the Stevens Institute of Tech- http://ccwf.cc.utexas.edu/jbharris/Virtual- nology. These free projects primarily Architecture (click on Curriculum-based focus on middle school science curricu- Telecommunicating Projects & lum but include projects in math, sci- Resources) ence, and educational technology for S E 1 C grades 1-12. Each project has a (continued on page 16)

!e,,,Is Mi'a 1 6 Adult Literacy Students Explore Antarctica Virtually

Adult basic education and ESL learners in Elizabethtown, North Carolina, have been writing to and learning from an adult literacy teacher in Antarctica. Leigh Thompson, Direc- This newsletter was developed by tor of the Bladen County Literacy Council and a teacher in the South East Initiatives Regional the program, is participating with her adult learners in a Technology in Education Consor- tium (SEIRTEC) and is based on NSF-sponsored electronic fieldtrip to learn about Antarctica work sponsored wholly or in part by and the research that is being done there. They are looking the Office of Educational Research at maps, reading about Antarctica, thinking about what it and Improvement (OERI), under would be like to be there, and having answers to their ques- grant number R302A980001, CFDA tions come back from Antarctica. 84.302A. Its contents do not necessarily reflect the views and policies Susan Cowles is an adult educator from Corvallis, Oregon, of OERI, the U.S. Department of Edu- spending two months on a scientific research expedition study- cation, or any other agency of the ing Persistent Organic Pollutants (POPs) at Palmer Station, United States Government. Antarctica. Every day or two, she posts a new journal entry First Printing 2002 and pictures to the expedition's website athttp: / /tea.rice.edu/ tea_cowlesfrontpage.htmland encourages adult learners to e-mail her. Thompson reports that the learners have been particularly in- NewsWire Editorial Staff terested in the terrain, living conditions, her daily activities, Elizabeth Byrom and whether she has been homesick. MargaretBingham Tanisha, a new reader, wanted to ask about who else lives at Gloria Bowman the site and where theygetfood and clothing, but like many adult learners, she was hesitant to type her questions into an Dan Shoemaker e-mail, perhaps because of a lack of confidencein writing skills as well as technophobia. Thompson offered to type from dictation, and the message was sent. A day or so later, Contributing Authors Tanisha was ecstatic to find a personal response to her ques- Bill Hilton, Jr., tions and then eagerly typed additional questions herself. Hilton Pond Center David Warlick, Landmark Project "One of the best things about our participation in this project," says Thompson, "is that it gives the students an Diane Midness, NC Center for opportunity to learn about the Internet and about e-mail by International Understanding actually getting to send mail to someone who is very far Jennifer Burke, SREB away, who is interested in their questions, and who sends a Lynda Ginsburg, NCAL reply almost immediately." Margaret Bingham, SEIRTEC

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ZEST COPY AVAILARTN 14 (continued from page14)

The NJ NIE Project: hftp://k12science.ati.stevens-tech.edu/training/ findingprojects.html The Math Forum/Drexel University: http://mathforum.org/workshops/sum96/ data.collections/datalibrary/lesson.ideas.html Computer Pals Across the World site from the University of Central Florida: http://reach.uctedu/- cpaw Eisenhower National Clearinghouse: www.enc.org/weblinks/classroom/projects Blue Web'n: www.kn.pacbell.com/wired/bluewebn Interactive projects for K -12 from Youth Net: www.youth.net/welcome.html#K-12

Electronic mailing list archives, such as EDTECH (vAvvith-net.msu.edu/- edweb) or WWWEDU, often advertise other online collaborative opportunities, as well as those sponsored by professional organizations such as the National Council of Teachers of Mathematics (vAvw.nctm.org). Nearly any class or school project can be turned into an online collaboration with a website, e-mail, and a little imagina- tion. So, check out the sites above, not only for participation, but also for ideas about how to turn your favorite project into a collaborative online project!

.r3333`,Cha 1$41 *V-102 Durham, NC 27707, 800.755.3277 Toll-free 919.402.1060 Voice 919.402-1617 Fax www.eeirtec.org

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SouthEast Initiatives Regional Technology in Education Consortium Volume Five Number Two 2002 THIS ISSUE: Handheld Using Handheld Technologies Technologies in Schools Is a computer for every studenta education, K-12 schools are begin- laptop or even a ratio of one desktop ning to take a serious look at hand- INSIDE... computer per studentstill a dream held computing for teaching and for most schools? Across the South- learning, administrative tasks, and 2 The Impact of east, the response would be a re- communication and collaboration. In Technology on Education sounding, "Yes!" Several schools, fact, the potential for using hand- 3 Handheld Technology: however, are testing handheld com- helds in education is almost limit- The Basics puters, such as Palm's Palm Pilots less. Now is the time to begin and Hewlett Packard's Jornadas, as discovering whether or not these 5 An Overview of possible technologies to provide each Wireless Networking student. Many high school students 7 Considerations When already own a graphing calculator Buying a Handheld that costs about the same amount as 9 Educational Advantages many of these handheld devices. So why provide a student a handheld 10 Educational Concerns computer? In addition to being a 11 Student Teachers and High graphing calculator, a handheld com- School Seniors Beam the puter can serve as a time-manage- Internet ment tool, a graphic organizer, a word processor, a web browser, an e-mail 12 101 Great Educational device, and much more. Uses for Your Handheld Computer Originally marketed as a personal organizer for on-the-go business 14 Picture This! executives and ardent technophiles, 16 Using Handheld personal digital assistants (PDAs) Technologies in Schools have evolved into handheld comput- 21 Using eBooks on Handhelds ing devices and have become one of the most ubiquitous electronic 22 A Sampling of Projects devices in both the consumer and 24 Grant Opportunities business worlds. Sometimes known as PDAs, palmtops, pocket 26 Sample Educational PCs, personal PCs, handheld de- computing devices can be used to Software vices, or handheld computers, help fulfill the promise of educational computing. They Just may be 30 Handheld Resources these devices were described in the Chicago Tribune as looking like the answer to overcoming the prob- 32 Glossary a "cross between a cell phone and lem of access to technology and to a Nintendo Game Boy." creating equity of use in the classroom. This issue of theSEIR.TEC Due to lower costs, increased func- News Wireis devoted to exploring the tionality, and the availability of new possibilities of handheld computing software designed specifically for in K-12 schools.

19 The Impact of Technology onEducation Although it is difficult to generalize find- with experts, and with others around ings from technology research, there the corner and around the world. should be little question that technology Many studies, however, have shown has an important role to play in educa- technology has not had a great impact on tion. Ask any teacher who really uses teaching and learning. Why not? There technology effectively in the classroom. may be many reasons, but lack of access Ask students who use technology as a to technology seems to be among the top tool in their own learning. They'll con- culprits. In a study conducted by Elliot firm what the research (Valdez et al., Soloway and the Hi-Ce project at the 2000) says: University of Michigan, 50% of the 6,000 Technology makes learning more in- respondents (teachers) to a survey re- teractive, more enjoyable, and more ported that their students use computers customizable. It improves students' less than 15 minutes a week (Soloway et attitudes toward content and their al., 2000). Why? Sixty percent of the interest in learning. 6,000 respondents reported that they had one or no computer in their class- Technology offers opportunities for rooms. Neither they nor their students learner-control, increased motivation, have access to computers for any ex- and connections to the real world. tended period of time. According to Technology can improve student Soloway and his colleagues, "It's unrea- achievementas indicated by in- sonable to expect computers to have a creases in standardized text scores positive impact on learning and teaching when it is used to support instruction [when students and teachers] have lim- in the classroom. ited access to them and thus aren't using them" (Soloway et al., 2001). Technology can help students investi- gate and answer complex questions, While every student cannot be provided develop thinking skills, and learn to with a $1,000 desktop computer, it is not access, sort, evaluate, and synthesize outside the realm of possibility to imag- information. ine a time when every student can be Technology can help students set goals, provided with his or her own $100 perform and test hypotheses, and make sonal handheld computing device. These discoveries on their ownhelping them affordable devices could overcome the develop skills they will encounter in life access barrier that is limiting the impact after school. of technology on teaching and learning. Time will tell the story. Technology offers tools to share knowledge and learn cooperatively instead of individually. References: Technology can make students more Soloway, E., Becker, H., Norris, C., & efficient and organized. Topp, N. (2000, June). Teachers & technology: Easing the way. Communi- Technology can help students clarify cations of the ACM, 43(6). their questions, locate potential answers, and decide on validity, appro- Soloway, E., Norris. C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. priateness, and perspective. (2001). Devices are ready-at-hand. Technology can be a powerful tool for Retrieved fromwww.handheld.hice-dev.org/ assembling, modifying, assessing, and readyAttianchtm. studying information; manipulating Valdez, G., McNabb, M., Foertsch, M., data; and generating new knowledge Anderson, M., Hawker M.. & Raack. and deep understanding. L. (2000). Computer-based technology and learning: Evolving uses and expec- Technology enables learners to commu- tations. Retrieved fromwww.nerel.org/ nicate in new ways with their peers, tplan/cbtl/toe.htm.

if.:"J ,%:: 20 Handheld Technology: The Basics

What is a Handheld Computer?

IIIivt V 1 t '1-1..13--te-Tv Handheld computers include those devices originally referred to as personal digital assistants (PDAs) and others that have evolved from that concept. These devices now offer many more computing functions than the original PDAs, which mainly included calendars, address books, and "to do" lists. These devices range in size from those that fit into one hand and use a stylus for input to those with keyboards that are approximately 1h to Y3 the size of a typical laptop. The term palmtop is occasionally usedreferring to the natural progression from desktop to laptop to palmtophowever, palmtop can be confused with the brand name Pa1mTM, so now the more popular term for these devices is handheld computer or handheld device. How They Evolved Apple Computer, Inc. developed the Apple NewtonTM in 1993. The company introduced it as the first PDA and sold it as the ultimate information appliance. John Sculley, former chairman of Apple, predicted PDAs would become ubiquitous tools that would hold telephone numbers, keep calendars, store notes, and send and receive data wirelessly. Unfortunately, the Newton was ahead of its time and did not find a market large Iv enough to survive. In 1996, Palm, Inc. delivered the first How They Work truly successful handheld computer, the Palm Pilot. This device helped people or- Operating SystemsWhile there are many ganize their lives by providing instant, handheld manufacturers in the market anytime access to schedules, important these days, there are really only two ma- phone numbers, addresses, "to do" lists, jor operating systems in direct competi- and other key information. The business tion at the time of this publication: the world quickly embraced the small and Palm OS, (used by Palm, Handspring, powerful Palm handhelds. and Sony manufacturers to name a few) and Windows CE/Pocket PC (used by Because of the popularity of the Palm Hewlett Packard, Compaq, Casio, NEC, Pilot, several other manufacturers began Toshiba, etc.). In general, the Palm OS releasing their own PDA devices. These represents a more basic approach, and devices utilized a new operating system the devices are cheaper. The Windows from Microsoft called Windows CE, which CE/Pocket PC system is more robust, was basically a scaled-back version of and the devices are generally more ex- the Windows desktop environment. The pensive and, due to their more complex most recent version of Windows CE is system, require more technical support. now called Pocket PC. Currently, handheld devices using the Most of the producers of PDA-type de- Palm OS have approximately 75% of the vices are trying to encourage the public market share; however, there are advan- to think of these devices not as PDAs but tages and disadvantages to both operat- as handheld computers. Many producers ing systems, and the decision to use one are not only adding on computer-type or the other depends upon users' needs. capabilities but also combining their de- Other handheld operating systems being vices with other electronics, such as used today include Symbian, used in wireless phones, cameras, and probes. (continued next page)

.:,:::, Ire 2 cellular phone technology; RIM, used in the Expansion and Peripherals: B1ackBerryTM line of handheld devices; and the Psion EPOC system. Adding On InputThere are a number of options for entering data into a handheld, depending on the model: The original handheld devices were most often used exclusively as personal data assistants Onscreen keyboardThe user punches letters (PDAs) to hold telephone numbers and addresses, and numbers on an onscreen representation of a keep calendars, and store notes. Manufacturers standard keyboard. began to realize the benefits of adding peripherals Character recognition programThe user to increase the functionality and desirability of "handwrites" data using the stylus (e.g., Graffiti for the simple PDAs. Below is a listing of some of the Palm OS and Character Recognizer for Windows devices available for handheld computers. CE/Pocket PC). Portable keyboards: SynchronizingSince handhelds don't have floppy Palm OS compatible resources drives to transfer data and programs, they must be o www.palm.com "synched" with a desktop/notebook computer. This www.targus.com is done with a program installed on both devices www.seiko.com (HotSync for Palm OS and ActiveSync for Windows www.landware.com CE/Pocket PC) and a connection between the de- www.fe I lowe s.com vices. Depending on the model, this can be done www.ibizcorp.com using a cradle, a cable connection, or wirelessly. Windows CE compatible resources During synching, schedule and address book infor- www.landware.com mation, e-mails, and other specified data are www.ibizcorp.com shared between the devices. Synching is also used o www.hp.com to install new software on a handheld device. www.targus.com Memory-stickThe latest models of the Palm OS Digital camera attachments: technology allow data to be shared through mem- Palm OS compatible resources ory sticks. These postage-stamp-size memory o www.eyemodule.com modules can be easily inserted into the handheld www.kodak.com unit for access to pre-recorded applications and www.sonystyle.com /micros /clie data or used to store additional data as one would www.targus.com with a floppy disk or CD-ROM. Windows CE compatible resources Infrared portMost handhelds have an infrared www.casio.com port that allows users to "beam" or wirelessly * www.nexian.com transfer programs and data between handheld Optical accessories (barcode devices. The infrared port is considered by many scanners): to be a major advantage in educational use. This Palm OS compatible resources process requires a fairly close proximity between www.symbol.com the devices and a clear line of sight. Windows CE compatible resources External keyboardThere are many models that www.socketcom.com attach to handhelds to allow full-size typing Wireless telecommunications capabilities. accessories (modems and devices): Other peripheralsData can also be input with Palm OS compatible resources probes, modems, network cards, cameras, and www.palmgear.com many other add-on peripherals. www.novaielw ire less.com www.synchroscan.com OutputThere are also many ways to output data www.red-m.com from handhelds: wwwtsprintpcs.com ScreenScreens are the most common output Owww.handspring.com method for handhelds, and they vary widely in size, Windows CE compatible resources resolution, and readability. 4> www.pretec.com www.novatelwireless.com Infrared portSee input above. www.targus.com SynchronizingData can be sent from the Accessory to connect handheld to handheld back to desktop computers for further digital projector or VGA display: manipulation. Palm OS and Windows CE compatible PeripheralsData can be output to peripherals, www.margi.com such as memory sticks, modems, network cards, and printers.

i ,x i:#:ire One of the advan- BluetoothTmBluetooth is a wireless tages of handheld solution with a 30-meter radius range. technologies is Bluetooth works well for hard cable re- their mobility. placement, and, therefore, printing is However, in order likely to be the most important Bluetooth to be truly "mo- application. Bluetooth supports Ethernet, ll, bile," it is im- but because of its slow speed, it is not a portant to think typical use. Bluetooth supports voice, about Internet access, and this leads us and this flexibility is likely to yield some into the world of wireless communications. popular applications that relate to auto- mated phone switching between cellular In general, wireless is a term used to re- and land-line service. Bluetooth is also fer to network-type communications that likely to be the technology used to enable take place without physical connections cashless vending machines and other (wires), but there are many types of wire- purchases through cell phones or other less access. Bluetooth-enabled devices. There are One type of wireless is cellular, which is new Bluetooth cards available for Palm the same technology that is used with handhelds, and some of the early appli- mobile phones. This type of wireless com- cations for these are geared toward munication is typically used to facilitate document collaboration. long distance communications, such as 802.11b (also known as Wi-Fi or wire- phone calls. Examples of this type of wireless Ethernet)-802.11b is a protocol less use include mobile phones, pagers, used for wireless networking. It is great BlackBerryTM devices, and Internet access for locations like older school buildings via a handheld, such as a Palm or Hand- that are difficult (or expensive) to wire. spring device. This type of service typi- The range for this technology is typically cally incurs a monthly service fee, which 150-300 meters in radius and supports can range from $20 a month and up, de- up to 11 megabit data rates, which is pending on the nature of the service. very fast for Internet access and other Handhelds that use this technology in- applications. This is the clude Palm's i705 handheld, Handspring's technology that Apple is Treo communicator, and various other using for its AirPort sys- devices and add-on modules that have tem, which is very popular wireless modems. with schools. Xircom (a Another type of wireless division of Intel) makes Wi- can be used to facilitate Fi modules for a variety of localized communica- handhelds. Some Pocket tions. Typically, this type PC handhelds come with of wireless allows a de- Wi-Fi capability built-in. vice, such as a computer, Home RFThis is a wire- to connect to a LAN with- less networking protocol out a cable connection. similar to 802.11b that is An important thing to compatible with Ethernet note about this technol- but is considerably slower ogy is that it goes at 2 megabit. One advan- through wails and up tage of Home I2F is that it and down stairs, so there is designed to carry voice aren't the line of sight data. However, it is waning issues that exist with in- in popularity and is not frared technology. currently compatible with There are three main va- Macintosh computers. rieties of this technology: (continued next page) 0W+TEC

43 There are two basic configurations that cards are typically around $100-$400 can be used for local wireless access each. Prices are expected to drop as the peer-to-peer and infrastructure. Peer-to- technology matures and economies of peer does not require a central access scale are achieved. point; it works from device to device. In- frastructure uses a central access point Bluetooth was designed to use peer-to- or base station that connects to the net- peer communications and is typically work and can serve multiple devices used this way; however, recently, the within the specified radius. notion of an access point has been added for Bluetooth installations. 802.11b supports both peer-to-peer and infrastructure use, but it is typically It is important to know that these vari- implemented as infrastructure. In order ous protocols are not compatible with to set up 802.11b in this way, two types each other. It is also important to recog- of hardware are typically used: a base nize that within one type of technology, station or access point and a device card. not all access points are compatible with There may be one or more access points, all device cards. Because this is an depending on how large the service area emerging technology, compatibility test- is. The device card goes into each device ing of components is vital. (computer, handheld, etc.) that is to have wireless access. Typically, these device ©K12 Handheids Copyrighted by K12 cards are in the form of a PC card or Handhelds. May not be reprinted without written other similar device. Access points can permission from K12 Handhelds, cost from $179-$500 and up. Device [email protected].

Resources for Wireless Networks in Schools

Becoming a Wireless Campuswww.thejournal.com/magazine/vault/A3482.cfm Bluetooth Groupwww.bluetooth.com eSchoolNews Report on Wireless Networking (free, but requires a sign-up) www.eschoolnews.com /resources /reports /wireless0801 Three Reasons to Consider Wireless Networking www.eschoolnews.com/news/showStory.efm/ArtielelD=1460

WiFi-WECA sitewww.wifi.org Wireless Laptops and Local Area Networkswww.thejournalcom/magazine/vault/A3536.cfm

'BEST COPY AVAILABLE If you are thinking about buying a handheld, here are some technology considerations to keep in mind as you make your decision.

Size, Weight, Appearance

How will you be carrying your handheld? Pocket, briefcase, purse? Since portability is the key advantage of handhelds. the device should be light and small enough so that you will take it with you. (If you are going to take it with You, does it have a case to protect it while not in use?) Handheld technologies vary from palmtop size to those roughly halt the size of a laptop with a built-in keyboard. Which form factor makes the most sense for your use? Is the appearance (color and design) of the handheld device important to you?

Changeable Battery vs. Cradle-Charging System

Which is best for your specific situation? Some devices use a number of batteries, such as AAA, and you should always carry extras when traveling. Others contain rechargeable batteries that get their charge when the device is plugged into the cradle or optional portable charging adapter. Consider the average battery life.

Capability vs. Ease of Use

Which operating system will suit your needs? In general, devices using the Palm operating system are less expensive and simpler to use, but include less built-in multimedia capabilities. Devices using the Pocket PC operating system are more expensive, may be more complex to use, and may require more technical support; however, they include more functionality including built-in multimedia support. Consider which platform most of the peers with whom you will possibly be sharing data use.

Memory

How much memory dues the device nave: For Palm OS devices, 8 MB will be adequate for most users. Pocket PC device users will require more memory because of the operating system requirements. Is the memory upgradeable if it becomes necessary? (continued next page) 25 Available Software Screen Display

What do you want to do with your Is color display important to you? handheld? 1:1 With most handheld devices, color Just as with desktop computers, displays are more readable, but the real power of handheld devices monochrome displays require less comes from the software applications power so batteries last longer. you are able to add. What is the screen resolution? 1..1 In terms of sheer volume, the Palm Active Matrix color screens are OS is the clear leader, with the typically higher in resolution and software library for Pocket PC richer in color, depth, and slowly improving. It doesn't matter brightness in various light how many programs are available, conditions. but whether or not the programs Does the handheld have a youneedare available. backlight? Basic desktop-type programs (data- How "readable" is the screen? bases, presentation tools, document readers, etc.) are generally available 0 Where will you be using this device on both platforms; however, as you most of the time? Be sure to start to look for more specialized consider the lighting conditions applications, Palm OS devices have (indoor under different lighting, the advantage again. outdoor in direct sunlight, etc.).

Cost

What kind of peripherals do you need? What is the cost of the handheld? Do you need digital cameras, What are the up-front purchase modems, telephones, wireless costs of the handheld device? Ethernet expansion, bar code What are the costs for related scanners, projection modules, things like software, expansion scientific data sensors, etc.? modules, and accessories? O Is the device Internet capable? Internet capability may be added through landline or wireless and may be built-in or added through expansion.

References for Buying Handhelds Buyer's Guide to Handhelds. (2002). ZDNet Reviews. Retrieved frommnvadnet.com/products/stories/revinis/0,4161,2585429,00.htm1. CNET Handheld Buying Advisor. (2002). CNET. Retrieved from http://computers.enet.com/hardware/0-5043347-7- 6163347.html?tag=steo.14448.bhed.5043347-7-6163347. H^^.,4heid remipqrntive Reviews (20021. CNET. Retrieved fromhttp://computers.cnet.com/hardware/0 14448.htmINg=st.eo.1087.more.14448. PDA Buyer's Guide. (2001, November). pdaED.com. Retrieved from www.pdaed.comivenicaijiltioriaisiluyersguide2.xm!. What to Look For in a Handheld. (2002). CNET. Retrieved from http://computers.cnet.com/hardware/0-2645869-7-1480993.html/tag=dir. SEIR±TEC

:o:Ig Ijii.: # 6 Educational Advantages Why are educators considering purchasing handheld technologies for school use? The educational advantages of handhelds over full-sized, varied-functioning computers range from cost to size to ease of use. The list below is a good initial set of reasons to consider handheld devices for your school. CostHandhelds usually range in large reference materials in a price from as low as $100 to as portable format. high as $1,000 depending upon the capabilities. A basic handheld for the 0 Ubiquitous accessUsers can carry typical student can be found in the them in pockets, backpacks, $100-$300 range, with educational purses, and briefcases and always discounts available for large have access to information and quantities. programs. OwnershipBecause of the feeling of MobilityThis is possibly one of the ownership, along with the "cool biggest advantages, since handhelds factor," students take care of the can be taken practically anywhere instead of being confined to the lab or devices so they don't lose the classroom. Because there is no need privilege of using them. for electrical connections while it's AccessBecause of the relatively low being used, it can be used outside or cost, entire classroom sets of hand- while traveling. held devices can be purchased for WirelessThe ability to transfer or the price of three or four desktop share data and programs wirelessly computers and can provide access to overcomes the need for a more hard- many more students for much longer wired infrastructure and adds to the time spans. mobility. Collaboration and SharingBeaming has been found to be an extremely SizeThis really provides a number of effective technique for encouraging benefits: students to work together and share Physical storage of devices information. Because of their small size, it's Simplicity/Ease of UseParticularly not necessary to have a separate with the more basic educational lab for a classroom set. applications, teachers do not have to Media storageDevices can be spend a lot of time teaching students loaded with electronic versions of how to use them.

References for Educational Advantages

Pfeifer, R. S. (2001, May). Beaming your school into the 21st century. [Electronic version] Principal Leadership (High School Ed.), 1(9), 30-4. Retrieved from www.principals.orginews/ beamingschool.html. Along with examples of uses of handheld computers in a Maryland high school, a number of advantages of using handheld computers are discussed. Soloway, E. (2001, April). Making palm-sized computers the PC of choice for K-12. [Electronic version]. Learning and Leading with Technology, 28(7), 32-34, 56-57. Retrieved from www.iste.org/L&L/arehive/0128/no7. Describes how palm -sized computers. ouk.fili.eti prow do the K-12 community with personal, pervasive access to networked computational resources to support student learning. The benefits of using palm-sized computers to support collaboration. sharinr., mid revision are discuQsed

.'::.! :lb%) Educational Concerns Introducing handheld technologies into the school program has some potential concerns. These technologies may be small, but small does not always mean simple and easy. Con- sider the issues below before deciding that handheld technologies are right for your school. CompatibilityPalm OS and Windows and staff on the proper and effective CE/Pocket PC devices are not use of handheld technologies? Even compatible. While some data can be though handhelds tend to be less interchanged, programs cannot. The complicated in use, a level of profes- other compatibility issue comes into sional development and orientation is play when a desktop computer is required to fully utilize the technology. involved. While some programs support Replacement IssuesThis includes con- both desktop platforms, in general, cerns about durability and warranties. more handheld applications are written to work with Windows desktop SafetyLittle is known about the computers than with Macintosh. handheld computer's possible impact on students' health, such as CheatingBy using an infrared port eyestrain and carpal tunnel effects. similar to that of a TV remote control, handheld computers can beam infor- Screen ReadabilityEven the largest mation to other handhelds. This al- handheld device has a small screen- lows students to share information viewing area. The issues here really easily, but it also raises the possibility revolve around the intended use of of cheating since students can beam the device (extensive reading vs. answers to each other. Fortunately, quick formula calculation), the with most handhelds, there are ways physical location of its use (lighting), to restrict beaming for this very rea- and the age of the user. son. With these unique concerns in Screen SizeNot Just readability of text mind, your school may want to revisit but also many graphics, such as acceptable use policies to ensure that potential issues are addressed. Most charts and graphs, do not translate guidelines applied to the use of the well to the small size screen. Internet and classroom computers SecurityThere are a number of can be adapted to the use of wireless security issues involved: handheld technologies. TheftOne of the biggest advan- DistractionThe very versatility of tages of handheldstheir size handheld devices also makes them also makes them prone to theft. highly conducive to off-task behavior, O DataDevelopers are scrambling to such as game playing or Web surfing. build in data security safeguards Effectiveness/ResearchAt present, we like those in place for desktop don't really know how the use of computers, but it's a new field, these devices affects student achieve- with new concerns. ment. They haven't been around long VirusesYes, they exist for hand- enough for many extensive studies. helds, too. Although not in the InfrastructureAlthough handheld large numbers experienced by computers are not expensive, peri- desktop users, viruses are pherals such as keyboards, cameras, increasing, and virus protection cases, styli, and hardware modules programs for handhelds are must also be purchased. Decisions becoming more popular. about who needs what equipment 4 Teel SiwialThcy need to be must be made. Software must be fixed in a timely manner for effective added and regularly upgraded. use. On the plus side, it's not too OwnershipWho will own the expensive to have some "loaners" handhelds? Students or schools? available as a quick fix, which isn't really a viable option with larger, Professional DevelopmentWhat resources (SERTEC are available for training both student more expensive desktop models.

a....!s411.;; References for Educational Concerns Pownell, D. (2001, June). Getting a Handle on Handhelds. Electronic School. Retrieved from www.electronie-school.com/2001/06/0601handhelds.html. Suggests questions to ask about leadership, teaching and learning, staff development, technology support, planning, infrastructure, safety, ethics, evaluation, security, curriculum, change, and equity regarding the use of handheld computers in the classroom. Robertson, S. I. (1997, July). The use and effectiveness of palmtop computers in education. British Journal of Educational Technologu. 28, 177-189. Researchers present a few problems educators found when using handhelds in the classroom (screen size, limited memory, theft of device, lost files, lack of training).

Seniors in an English class at New Hanover High School (NHHS) in Wilmington, North Carolina, have a totally different approach to Senior Project papers and student teacher interns. As part of the Technology for Reflection and Assessment Coali- tion, a Preparing Tomorrow's Teachers to Use Technology (PT3) grant at the Watson School of Education at the University of North Carolina at Wilmington (UNC-W), the NHHS seniors used the Hewlett Packard Jornada handheld wireless technology to collect and organize information for their assigned papers. Amy Hawk, one of the student teacher interns from UNC-W, used 30 Jornadas with her senior English class. The seniors used the Jornada's word processing application and its wireless Internet connection to develop a letter of intent on the research paper topic, conduct Internet research on the topic, participate in class literature research activities, and produce a final product. With the capability to beam their work to the school network and to access the Internet wirelessly whenever they wanted, the students completed their Senior Project papers in less time than their counterparts who used the school computer lab. Ms. Hawk also used the Jornadas with her sophomore English class. They used the Jornadas for word processing and Internet research as well as for class activities to create their own Anglo Saxon riddles. Using the handheld technology in the English classes was a new but exciting experience for the student-teacher intern and is one of the UNC-W PT3 project goals of accelerating the infusion of technology throughout the teacher preparation program. Ms. Hawk reported that, for the students, the handheld devices were efficient and effective ways to manage their research and writing time and to provide greater access time to the Internet than using the one r school computer lab. For her as a student- teacher intern, the devices provided instant availability to search the Web during class activities and an incentive to incorporate technology into her teaching. She noted that it is important that school administrators support ="i using handheld technologies in teaching and learning and believe that students will benefit from the experience. This was certainly true at New Hanover High School, and it was a factor in the success of the project.

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Administrative Applications 22. Track, organize, and control inventories and safety information 1. Keep your schedule for chemicals in the lab 2.Track student progress on specific 23. Let students have constant access to skills their current grades (very 3.Conduct authentic assessment motivating!) 4.Use a calculator 24. Track teacher recruiting activities 5. Make a database of key content and 25. Access human resources benefits concepts for student use information 6.Take attendance 26. Look up technical troubleshooting 7. Instantly access student information information, such as schedules, 27. Keep emergency procedures and demographics, or parent contacts checklists readily accessible 8. Organize your reading lists 9.Take notes at a meeting Communication and Collaboration 10. Record and tabulate grades Applications 11. Track computer hardware and software inventory 28. Send an e-mail 12. Enhance school safety with bar code 29. Schedule school meetings as a group passes 30. Collaborate on a graphic organizer 13. Access lesson plans 31. Send a fax 14. Use a rubric to assess and score 32. Make a presentation student work 33. Make a phone call 15. Access a database of curriculum 34. Distribute school activity standards and related curriculum information to students and parents resources 35. Send assignment information home 16. Keep an inventory of books and to parents materials 36. Exchange information with a 17. Store and track student IEPs colleague 18. Track technical support requests 37. Have students beam in an 19. Keep a list of all your important assignment contacts 38. Get parents' sign-offs 20. Evaluate student teacher perfor- 39. Share a downloaded Web page with mance and record observation notes someone 21. Access a library book list

30 ZEST COPY AVAILABLE 40. Transfer a file from your PC for 75. Send and receive individual or class instant access questions 41. Write an eBook and share it with 76. Gather data on transportation use, others food intake, and energy use to gauge 42. Track and exchange data on team ecological impact activities 77. Make a timeline 43. Receive instant messages 78. Look up a word in a thesaurus 44. Conduct group writing activities 79. Create an outline 45. Record voice notes 80. Study for a test 46. Transmit close captioning of lectures 81. Give students step-by-step for the hearing impaired instructions or visual plans for 47. Access online educational events projects 82. Keep a journal 83. See real-time data and graphs of Teaching and Learning Applications position, velocity, and acceleration 48. Take and store digital photos for a change over time report 84. Access writing prompts 49. Make a spreadsheet 85. Learn to read and write Japanese 50. Draw a picture characters 51. Make a concept map summarizing a 86. Download notes for a research paper chapter 87. Practice multiplication tables 52. Form, visualize, and solve equations 88. Access the periodic table 53. Keep track of your class schedules 89. Use a glossary of technical terms 54. Take notes on a field trip 90. Look at reference diagrams on parts 55. Read an eBook of the human body 56. Find locations with a GPS 91. Play a collaborative problem-solving game to learn about genetics 57. Take field notes by GPS location 92. Listen to and study classical music 58. Graph data 93. Build a robot controlled by a 59. View maps handheld device 60. Organize your assignments 94. Use a stopwatch to track times 61. Gather data on temperature, light, 95. Read about the latest current events voltage, pH, and more with data probes 96. Access notes from a class lecture 62. Program your own handheld 97. Create a map using GPS data application 98. Listen to and practice pronunciation 63. Give (or take) a quiz with a voice recorder (English language learners) 64. Look up a word in a dictionary 99. Have classes create their own mobile 65. Use flashcards information channels to share 66. Use a tutorial for self-study information with other classes or the 67. Do homework community 68. Write a report 100. Create a database on endangered species 69. Take notes in class 101. Read historical primary source 70. Complete a worksheet documents 71. Study a foreign language 72. Listen to reenactments of historic ©K12 Handhelds Copyrighted by KI 2 Handhelds. speeches May ,wt be reprinted without written permission 73. Play a game that simulates the from KI 2 Handhelds, [email protected]. transfer of viruses 74. Do research on the Web

3 Picture This!

An exciting and innovative unit is begin- The job of interviewing several experts ning in Mr. Maxwell's class. The students is assigned to four studentsCarla, Beth, are eager to find out what the topic for Matt, and Jeremy. They access the this week's research project will be. While Internet's yellow pages to find some ex- the students synchronize their handheld perts in the community and then make a computers, the details of their assignment list of questions they will ask each expert. are provided along with rubrics for evaluating their final work. Mr. Maxwell Carla and Matt make gives them an overview of the 1--11111.1ftsion.appointments topic and then helps them get with a well- started with their work. The stu- known expert, dents are pleased to have the Dr. Stewart outline and the rubrics avail- Thrift, from the able whenever phone attached to they need the Mr. Maxwell's them. handheld. When Dr. Thrift arrives The class is at the school, divided into they several record teams. Team their members brain- inter- storm the topic and views organize the informa- using their tion they already know V handheld's audio as well as the information module and then take they want to know using a the recordings back to the concept map on their classroom to edit for the rest of the handheld. When they are finished, they group. Beth also snaps a few pictures of divide the work to be done, and pairs of Dr. Thrift and some of the artifacts he students take responsibility for gathering brought with him using the digital cam- different kinds of information on their era attached to her handheld computer. handheld computers to bring back to the group. They use the calendar function of Meanwhile, Beth and Jeremy find that the handheld to set deadlines for gather- one of the teachers in the school, Mr. ing information, for creating a draft re- Samuel Justice, is also an expert on the port, and for the final review by all team topic. They e-mail him from their hand- members. They set alarms to remind held computer, and he responds that them of deadlines and create "to do" lists he'd be willing to answer any questions, for the whole project and for each pair of but it would be easiest for him to work students. by e-mail. The next morning, they find his answers waiting for them when they Maria and Jermaine are responsible for check their e-mail on their handheld finding appropriate images for the topic. computer. They export the e-mail to a They head to the media center and search word processor and edit the interview. for clip art and public domain images, download them to the computer, convert Robbie and Barbara use their handhelds them to images for their handheld, and to search for specific information on the make notes, including the citations, about Internet right from their classroom. They each image. summarize the information using the word processing program on one of their Margaret and Bill create a vocabulary handheld computers. list by consulting with each team, doing some basic library research, and typing Miguel and Sarah find that their school their notes into their handheld comput- has several books on the topic, and the ers; they use their handheld computer media specialist helps them download dictionary and thesaurus modules to the electronic book version of one critical create a glossary for the project.

OM.13i 32 work to their handhelds so that they can student and recording their progress review it in the classroom. against the standards and benchmarks the district curriculum requires. Sydney and Logan collect data from a variety of sources, including probeware Time to begin a new project? The stu- they borrow from the science teacher. dents are ready to take on new roles They enter the data into a spreadsheet and responsibilities. As long as they program on their handhelds and then have their handheld computers, they calculate and sort the data. They use know they can do the job. this data to generate several charts and graphs for use in their final report. The team beams information to each More Uses, Ideas, Software, and Case other from time to time so that they all share the information that each person Studies for Handhelds in Education has found. Using one of the classroom computers and a presentation template, Center for Highly Interactive they each create a portion of the presen- Computing in Education (Hi-Ce), tation and then combine the portions University of Michiganwww.hi-ce.org into one final product. They refer to the Reports on the Center's development document on their handhelds that con- of a variety of free handheld tains the rubrics Mr. Maxwell provided, applications for education checking each item to be sure they have included everything required. K12 Handhelds ohclahandhelds.comicasestudy Now it's time to show the presentation. They send the presentation over the Provides case studies on the use of school network to the presentation- handhelds in education station handheld and take turns explain- Palm in Education ing their findings to the rest of the class. www.palm.comieducation Their classmates evaluate the presentation and beam their results to Mr. Max- Includes case studies, programs, well, who adds his comments and then research, and resources shares them with the team. To be sure each student has mastered the basics of PEP Ideabank the topic, Mr. Maxwell prepares a short www.palmgrants.sri.com/ideabank.html quiz with true-false, multiple choice, short Provides links and innovative ideas answer, and one challenging essay ques- for using handhelds in education tion on his computer. The students download the quiz, and when they take it, the handheld locks out access to any other information on the device until they have beamed the answers to the teacher. All the students are excited about what they have learned and prepare a Web page to share their presentations with their parents and the community. Mr. Maxwell e-mails the parents with the URL and invites them to access the students' work. Sydney's mother gets the e-mail on her handheld computer on her way home from a business trip and, while waiting at the airport, takes a look at the class's work. She is proud of her daughter and tells her so when she gets home. She e- mails the teacher as well. Mr. Maxwell receives the e-mail just as he finishes synchronizing his handheld computer with his desktop computer, transferring the grades and comments for each SEIR.TEC

33 .:.,!:::.N ".".fi3 Using Handheld Technologies in Schools

The Beaufort County Schools (South Carolina) and the Johnston County Schools (North Carolina) have both undertaken pilot projects involving the use of handhelds in the classroom. In the following interview, Cyndi Pride, Beaufort County Schools' Curriculum and Instruction Technology Specialist, and Diana Skinner, Johnston County Schools' Technol- ogy Director, share their experiences with their handheld technologies projects and offer some lessons learned. The experiences of these two districts provide insight and guidance for others interested in this use of technology.

Beaufort County Schools Project Johnston County Schools Project 270 students in grades 4-12 5 schools, 60 students per site Participants included: All district principals (32) All technology leaders (32) 35 media coordinators Superintendent's Administrative Cabinet members (6)

SEIRTEC: Why did your school district initiate a project on using handheld technologies in the classroom?

Diana:Both the Assistant Superintendent Cyndi:Our first handheld technologies for Technology, E.D. program involved teach- Hall, and I had owned a ers and grew out of the Palm Pilot for a number recognition that the of years and had become handheld, long used in addicted to the tool. business applications, Upon reading articles could provide a means from professional Jour- for teachers to have one nals and visiting vendors ready-at-hand tool to at conferences, we pur- collect and manage digital data about chased some devices and experimented teaching activities and student learn- with them for educational value. I pre- ing. The handheld would provide the pared a PowerPoint presentation to an- teachers with a means to more easily swer questions regarding use, cost, collate student information into a and educational value that I then meaningful report, eliminating double showed to teachers and administra- entry and reiterative behaviors. Placing tors. We applied to be a Palm Educa- handhelds into the hands of students tion Training Provider (PETP) trainer seems to be a logical next step. The and attended training conducted by handheld promotes equity in access at Palm in May 2001 in San Jose, Califor- an affordable price, allowing us to nia. Endowed with a lot of bring more technology into the class- resources and materials, room. The size and portability allows probes, software, and train- for ease of movement from class to ing materials, we began our class and promotes use in the field. initiative in summer 2001. y, Although the size and weight of the handhelds would seem to increase the E.D. Hall chance of technology "walking out the door," this has not been an issue. rX.13.11ire 34 SEIRTEC:Tell us about your project: goals, who is/was participating, how long it has been/was in operation, and products you used.

Diana:Our pilot this year has been investigative and administrative in nature. We have placed 30 Palms in the hands of fifth-graders, sixth-graders, eighth-graders, and eleventh-graders with a different curriculum focus for each grade. The Palms have been used for language arts, math, science, computer skills, and writing assignments. We are also investigating their use as a communication device between home and school. All principals, media coordinators, technology leaders, and most Advanced Placement teachers have Palms, as do our central office administrators. This is a study to remove paper (for example, meeting agendas), to share information and technology tips, and to access data as a PDA. Administrators are accessing student information; parents and students are accessing homework and school calendars, and teachers are accessing observation notes. We began in September 2001 with administrative training and in October with training of students and teachers. We are using a variety of Palm productsm100, m105, m505, 111c, and 5vx. Our software varies by curriculum, but we all use Docs To Go, Pi Co Maps, Imageware, Notepad, Handy Sheets, and Cooties.

Cyndi:The goal of our first project (Assessment...It's in the Palm of Your Hand) was to provide teachers with a tool (Palm) to assist them in managing data from a variety of assessments to gain a better picture of student learning and thus to guide instruction. tik Nineteen teachers participated in the program, beginning in February 2001, with a review of literature on the topic of assessment. Training was provided in the mechanics of using the Palm, including entering information, synchronizing the Palm, and transferring data from one application (for example, the Memo Pad) to another (for example, a Word document). Teachers used the basic Palm applications, a spreadsheet application, and Teacher's P.E.T., a grade book and learning management program. Additionally, each teacher reviewed and evaluated other software that might be applicable in a teaching environment. At the beginning of our project, there were only a few software applications specifically for educators, but now more are available, as developers have discovered this unique niche. Titles that were reviewed include Learner Profile to Go, Thought Manager, and Praesto Grade, to name a few. The teachers met weekly through the spring and continue to meet monthly, to share information, ideas, tips, and tricks. As a recipient of a Palm Education Pioneer (PEP) Research Hub Grant, Beaufort County School District was able to expand the program to include students in the fall of 2001. Two hundred seventy students in grades 4-12 use Palm Pilots to determine if the Palm helps students be more cognizant of their 71 MI4.7 achievement because of the opportunity for self- dit assessment in project- based learning activities. We have three different models in the program:

A classes where students 0 ' are issued Palms and use them at school and at home, class sets of Palms that are shared by several students for special projects, and daily (motioned next page) 35 in-class use of Palms by assigned students. Teachers and students make extensive use of freeware, such as Hi-Ce's Pi Co Map and Cooties (www.handheld.hice-dev.org), Big Clock, and Diddlebug. As the program evolves, and new software applications are developed, we expect that schools will begin to budget for additional software. Some of our schools have augmented the Palms with peripherals including keyboards, digital cameras, and probeware. Several of our schools have purchased additional Palms for both student groups and teachers. Teachers in primary school classrooms are using the Palms, in part, to collect data for the South Carolina Readiness Assessment. Additionally, we have two schools that have purchased class sets of Pocket PCs, keyboards, and some wireless cards. P14

SEIRTEC: What was the reaction by students to the handheld technologies? Teachers? Administrators? Diana: They love them and want more devices! Those schools not involved in the pilot want to be included. We have even had a few parents purchase them for their students so the students did not have to share the school-provided Palm. Everyone wants us to develop more grant proposals to obtain more Palms! Cyndi: Most users have met the handhelds with enthusiasm: teachers, administrators, and students alike. All users appreciate the simplicity of the Palm interface and the avenues for communication and collaboration that result from being able to beam data from one Palm to another. Teachers, especially, appreciate the ability to carry the Palm everywhere and to take or refer to notes anytime. Although some may think this insignificant, teachers have commented that women's clothing does not always have pockets or belts, so some users carry alternatives, such as small shoulder bags and special lanyards. Administrators at several schools have also adopted handhelds. Administrators are using both Palm OS and Pocket PC platforms. Administrators are interested in synchronizing student information data (SASIxp) onto their handhelds for anytime/ anywhere access to student schedules, teacher schedules, bus assignments, and discipline records. With few exceptions, our users find their Palms to be indispens- able. I have even been treated to more than one round of applause from students when introduced as the person who was responsible for the grant that got the students the Palms!

SEIRTEC: Describe the training you conducted and tell us what training you think is essential for anyone considering a handheld implementation for the classroom. Diana: Our training is systematic and thorough. Only two of us conduct initial training, but teachers and technology leaders work with teachers and students at each grade level. For phase one, it is extremely important that small groups are trained well and supported as they have questions and develop ideas. We are producing a training manual and software recommendations as "must haves" to affect student learning and achievement. We will share these at conferences and with other counties in North Carolina. You must have a cutting-edge team always ready to test the new software and devices. Lessons we learned were to set and maintain standards, to retain plenty of written documentation, to have clear objectives as to why to use the Palms, to do follow-up training, and to adjust training as necessary. Cyndi: Many of our users found that organized training for the Palm was not necessary, but a few workshops were made available to less assured teachers, administrators, and even board members. To get users started, we offered an introduction to the SEIOTEC Palm applications, buttons and screen views, preferences, creating and using catego-

3 i3 ries, tapping, typing, and beaming. The second _ workshop encompassed skills such as changing r settings for buttons, using the shortcut stroke, and 1 creating shortcut commands, phone lookup functions, and menu options. During training sessions, dialogue about classroom applications was encour- aged, and tips and tricks were shared among users. Another training opportunity assisted users in loading the Palm desktop software and synching with Outlook and reviewed how to add programs to the Palm. Although we didn't have formal training for specific software titles, the teachers met to share notes and assist each other with these new applications. Teachers using the Pocket PC handhelds were able to adjust to the CE versions of Word and Excel with little difficulty, once they understood the mechanics of tapping and typing. Teachers using this platform met for several hours to experiment with the tool and to brainstorm ways in which to use the handheld with students in the classroom. They received instruction in the class, along with the students, on how to connect to the network using wireless cards. Each school has a lead teacher who assists other users if problems or questions arise. In some schools, the lead teacher received the handheld prior to other teachers and had the opportunity to practice with its use and to participate in training. The teachers became the primary instructors for their students. Some teachers offered additional training for parents so they could use the Palm to corre- spond with the teacher. In schools where the Palms go home with the students, teachers and parents have begun to communicate with each other in the Memo Pad application. Although training is not essential, it can help teachers maximize the utility of the handheld. Several of our teachers and administrators had used their Palms independently for a period of time, but many had not discovered special timesaving features, such as how to create shortcuts and use the shortcut stroke to make notations faster. Synchronizing the handheld and working with e-mail is problematic for some users. Additional training may also be required for wireless connectivity in future models.

SEIRTEC: What were the most successful uses of the handheld technologies by students? Teachers? Administrators?

Diana:For students, the most successful uses were the calendar, PiCo maps, and probes. For teachers, it was the Handy Sheets website with digital worksheets for the Palm. Administrators really used the Doc To Go for teacher performance assessment.

Cyndi:One of the greatest benefits of the handheld is the ability to share information via infrared. Our teachers and students have capitalized on this feature. In a drama class, the teacher beamed scripts to the students in Memo Pad. Students also have journal questions beamed to them frequently, which they respond to, and either beam back their responses or sync their handhelds to the class computer. Beaming allows students to work collaboratively as well. In one class, students built sen- tences to review sentence structure and parts of speech. Students have also been able to work collaboratively to share research findings. In classes where we have used PCs connected to the Network, students were able to take notes from different sites on the Internet and then share those, by beaming, with other students. Stu- dents have also received a project "to do" list elaborating the steps of a project, which they can check off as each phase is completed. Teachers and students have worked together to define levels of accomplishment as a rubric for specific assignments. This can be beamed to students for reference as they complete the task. Students have used the Address Book feature to keep contact information for study SEIR,.+TEC (continued next page)

ire 3i buddies, and the calendar feature is used to track assignments. The alarm feature of the calendar has been especially useful to remind students as long-term assignments come close to their due date. The calculator is helpful as it eliminates the need for another tool. Some math teachers have especially liked the fact that students can view, copy, and paste "recent calculations" into a memo, where they can describe their solution step-by-step. One high school teacher has used a demo version of Math Works (www.imagiworks.com) that allows the Palm to function like a graphing calculator. She plans to purchase this software for students next year.

SEIRTEC: What recommendations would you offer to schools and districts considering implementing handheld technologies?

Diana:Even though we have only worked with the handhelds a short time, we highly recommend a four-step process: pilot, support, train, and support some more. We would also recommend gathering data and documenting and sharing the lessons learned with others. This is how we have built justification for extending our project and obtained new ideas to try.

Cyndi:The first decision schools or districts must make before implementing a program is what handheld platform to purchase and support. Currently, we have programs with each platform, and we will be reviewing the pros and cons for each as we move forward. Another consideration in purchasing a handheld is power. Generally, it is easier to recharge units than to constantly replace batteries. Schools will need to plan for how they will recharge a number of units; however, the cradle or charging cord is included in the purchase price. Although there is much to be gained in using the handheld straight out of the box, peripheral equipment and optional software greatly increase the utility of the technology. Therefore, planning for additional ex- penses is wise. From our experience, we feel it is important that the first teachers selected for the program have a basic comfort level with computer technology. Synching to the computer and moving documents from memo pads to Word and back might be intimidating to some teachers. Although formal training does not seem to have been a key indicator of success in using handhelds effectively in our projects, our teachers have commented that they benefited greatly from having the opportunity to talk with other users and share ideas. It has also proved helpful to have a designated point person in each building who is well versed in the workings of the handheld platform selected for the school. One other consideration is whether the handhelds will be used strictly in the classroom and during the school day, perhaps on field trips, or whether they will go home with students.

OTIR.TEc

ars.rlive 38 Using eBooksonHandhelds Electronic books, or eBooks, are electronic versions of books, magazines, journals, reference manuals, textbooks, or any other eBook Reader Software document traditionally occurring as a printed volume. Electronic books can be viewed on a traditional computer screen and are Adobe Acrobat Reader also becoming increasingly popular on smaller, portable reader www.adobe.com/products/acrobat devices, including handheld devices. The appeal of these devices AportisDoc Reader is that they can be carried around, much as a traditional book www.aportis.com might, but can also contain numerous volumes and special fea- CspotRun tures that are not available in the print versions of books. www.32768.com/bill/palmos/cspotrun Express Reader Pro The features included in eBooks vary depending on the reader type www.qvadis.com and the document format. Many eBooks include features such as iStiowww.isilo.com searching, built-in dictionaries, annotation tools, bookmarks, vari- Microsoft eBook Reader able font size, hyperlinks, and auto-scrolling. www.microsoft.com/ebooks Screen resolution is the biggest technical issue that is yet to be re- MobiPocket Reader solved with eBooks. Until screen resolutions improve, reading www.mobipocket.com eBooks puts more strain on one's eyes than reading printed words Palm Reader (formerly known as on paper. Peanut Reader) www.peanutpress.com There are thousands of eBooks currently available on a wide vari- TealDocwww.tealpoint.com ety of topics. Some are free, and others sell for prices that are typi- TomeRaider www.tomeraider.com cally somewhat, but not drastically, below average print book prices. It is expected that more educational materials, including Sources of Additional Information textbooks, will be made available as eBooks. on eBooks

Book Document Formats General Information: eBook Connections, Inc. Format Description Compatibility www.ebookconneations.com Electric eBook Publishing Doc Thisis a common eBook format Palm, PPC, www.electricebookpublishing.com and works on a wide variety of EPOC Open eBook Forum platforms and with most viewers. www.openebook.org (Note: This is not the same as the .doc files of Microsoft Word.) eBooks (content): Adobe's eBooks Central isilo Offers higher compression and Palm extended formatting capabilities www.adobe.com/epaper/ebooks Arnazonwww.amazon.com LIT Format for Microsoft eBook PPC Aportiswww.aportis.com Reader; supports Clear Type"' Barnesand Noblewww.bn.com display technology MemoWare www.memoware.com Palm Readerwww.peanutpress.com Memo Pad Imports directly into Memo Pad; Palm Project Gutenberg limited to 4K www.gutenberg.net Slate eBooks MobiPocket Offers extended formatting Palm, PPC, http://slate.msn.com capabilities and support of EPOC multiple platforms Time Warner eBooks www.twbookmark.com/ebooks Palm Reader Offers extended formatting Palm, PPC Teal Point Software capabilities Tw,w ntrflfvioiinias .c o m/cntentht m

Text Generic ASCII files Palm, PPC, Electronic Text Center EPOC http://etext.lib.virginia.edu Tome Raider Offers extended formatting Palm, PPC, ©K12 Handholds Copyrighted by K12 capabilities and support of EPOC Handhelds. May not be reprinted without multiple platforms written permission from K12 Handhelds, infogkl2handhelds.com.

JEST COPYAVAILABLE 39 singandheld Computers in Education: amling of Projects

Gathering data Rah school students and Consolidated High School District 230 makes use of handhelds. An Beaming teachers overview of a large handheld piiut involving nearly 1,700 students Reference and 65 teachers. www.d230.org /Handheld Word processing Scheduling Organization

Organization High school students and Handhelds go to classNew short film and story. A large school Data gathering teachers district equipped students and teachers with 2,200 handheld Beaming computers in the fall of 2000. According to English, biology, and social studies teachers in the district, use of the handhelds has increased student productivity and efficiency across all disciplines. http://glef.org/orlandpk.html

Communication All teachers and Leeuwenburg, Todd. (January 1999). Dick Tracy goes digital. Organization administrators Electronic School. An early, but still applicable, discussion of the professional uses of handhelds for educators. once leetron ie-sehoo I.com/199901/0199ioo Isofthetrade.htm

Databases High school students High school students learn workplace skills with Palm handhelds. Spreadsheets A team of students in a school-to-work program use handhelds as Presentations an efficient way to manage jobs, equipment, and personnel and to eBooks share information and communicate easily. wervi.palm.comieducation/studies/study14.html

Schedules High school administrators, Stover, Del. (March 2001). Hands-on learning. Electronic School. Student database students, and bus drivers One company wants to use bar-code scanners to allow bus drivers Data gathering to record the pickup and delivery of students by scanning their ID Probes cards. Principals use the handhelds as a tool that allows them to Beaming homework check their schedule on the fly, determine if a student in the Other possibilities hallway is supposed to be in class, or jot down a note for later reference. vivAv.e leciroe ic-sehoo leom/2001/03/0301f4. htm I

Probes Middle and high school Handhelds and probes become keystone of learning environment. students This describes a mobile learning environment that makes it easy to collect and analyze scientific data and to collaborate between classes and schools. www.palm.com/education/studies/study15.html

Organization High school special Independence. Describes a project to help special education Graphing calculators education students students excel through the use of handheld technology. Note-taking www. palm. com /educatioe /studies /study3.htmI Reference tools Internet access

Student database access Administrators Pushing barriers. Providing administrators with instant student Coordinating professional information and productivity tools. schedules www.palm.cornieducation/studies/study4.himl

Internet access Middle and high school E-WIRE. (January 2001). Electronic School. Highlights several Reference tools studei its applications of handheld computer usage in a variety of classroom settings. wor.eleetroe ie-sehool.co m/2001/01/0101ew ire.htm I eCeelze A Hinh school teachers and Thomas, Karen. (May 28, 2001). Inexpensive handheld PCs find Organizers students way into classrooms. uetrou isiews Guiiiie.asc,.;6..z.-.s 4 high Probes school where all 450 ninth-graders and 30 teachers were issued E-mail assignments handheld computers. Downioadable worksheets htt;://defiinin.v.IT/1001/fpriknfived0105/28/1111-228994.htm

40 Key Uses Users Reference

Searchable reference University medical students Stanford University School of Medicine Palm Project tools This project was created to improve the experience of Stanford Internet access medical students by making available educational tools that are Schedules mobile, comprehensive, and interactive. http://Palm.Stanford.edu Assessment Electronic flashcards

Internet access High school students Ironer, Andrew. (September 26, 2001). Handheld computing: new Concept mapping best tech tool or just a fad? Education Week. Descriptions of a variety of pilot projects using handhelds in different subject areas, along with some of the educators' concerns. www.edweek.comiewiew_printstory.cfm?s In g = 04 pal m.h21

eBooks All students Flanigan, Robin L. (March 2001). Tools of the trade. Electronic School. Discussion of eBooks with examples from a number of different school pilot studies. lectron is -schoo Lcom/2001/03/0301tool softheirade.him I

eBooks High school students Pickett, Debra. (June 26, 2001). Will handheld devices replace textbooks? Chicago Sun-Times. Highlights the use of the goReader in a junior class on American literature. www.suntimes .com/outputitech/conf26.him I

Assessment Physical education teachers Dorman, Steve M. (May 1998). Enhancing school physical Grading education with technology. The Journal of School Health, 68(5), Class management 219-220. The use of handheld devices that assist with fitness testing, grading, and class management is increasing. These devices help the physical educator collect and input information in the classroom or in an outdoor setting.

Digital imaging & Elementary students Vandenabeele, Janet. (July 23, 2001). Science class gets boost: captioning Handheld computers enhance school's enrichment lessons. Detroit Beaming News Online. Describes a summer program that utilizes handhelds packed with educational software. hit p://det news.com/2001/schools/0107/23/c03-252214.htm

Barcode scanners Media specialists Embrey, Theresa Ross. (March 2002). Today's PDAs can put OPAC Radio Frequency in the Palm of your hand. This article contains a wealth of current Identification (RFID) tags and possible future uses of handheld devices in the media center. Beaming www.infotoday.com /cilmag /mar02 /embrey.htm Web access Reference Circulation systems eBooks Policies

Scheduling High school teachers and McCampbell, Bill. (March 2001). Taking a look at pocket digital Web access administrators assistants. Principal Leadership, 1(7), 72-74. Course schedules Reference and assignments put on a class Web page and updated to PDAs Organization using the sync capability. Supplemental reading material can be posted to students' devices. Calculators, conversion charts, checklists, and other class paraphernalia replaced with handhelds.

Organization All teachers McFadden, A., Price, B.J., & Marsh, G. (September, 2001) A Word processing valuable technology tool for student teachers. Three University of Scheduling Alabama educational-technology experts describe how handheld Beaming computers can enhance productivity, classroom information Presentations management, and instructional support. While it targets student r.row,nration teachers, many of these scenarios apply to any educator. Assessment www.glet.org/ pdatool.hini Data gathering Classroom management Internet access E-mail

rc...3 Viv3 Grant Opportunities

Any grant opportunity for educational grants. While the program does not have technology is one that can be tapped for a next round of grants scheduled at the handheld computers. Just remember to time of this writing, check their website address the specific grant requirements atwww.palmgrants.sri.com.This website also by including handheld applications and has many great ideas about how to use programs that address specific instruc- handhelds in education. tional goals. For example, if you are writing a grant for materials to support Handspring Foundation GrantsThis science instruction, you might include foundation offers both cash and product handhelds, science data probes, cur- grants to qualifying organizations. The riculum materials, graphing calculator cash grants are made to nonprofit software, and digital cameras. In addi- organizations that focus on issues tion, make sure to emphasize the way relating to children and youth who are at that handhelds can address equity and risk. These grants range from $1,000 to access issues because of their low $25,000. The product grants provide hardware to qualified cost and mobility. nonprofit organizations Some grants, like and are geared toward Texas' Technol- demonstrations of an ogy Integration innovative use of in Education handhelds that will (TIE) grants, creatively address even spe- critical community cifically concerns. More allow hand- information is helds as an available at eligible use. www.handspring.com/ Progressive \ company/ states are foundation. starting to make handhelds /Center for Innova- a part of their over- ;/ tive Learning Tech- all technology plans nologiesThis and funding schools to organization offers purchase these devices. a limited number of seed grants each year to ini- In addition, many schools tiate cross-institutional collabora- are using professional devel- tions in the area of learning technologies. opment grants to purchase handheld The themes of the program are Visualiza- workshops (some of these include hand- tion and Modeling, Ubiquitous Comput- held devices in the cost). This is a cre- ing, Community Tools, and Technology ative way to fund professional in Learning Assessments. The range of development and the handhelds them- award is $6,000 to $15,000. More infor- selves all in one. mation can be found atwww.cilt.org/ seedgrant/projects.html. Here are a few grants that are specifically geared toward handhelds: TI-Navigator Collaboration GrantsThispro- gram awards grants that allow for the Palm Education PioneerGrantProgram This purchase of the TI-Navigator system at program gives Palm handhelds to K-12 a reduced price of $5,500 versus the list teachers and their students so they can price of $9,800. For more information, use them in new ways for teaching and call the TI-Navigator Collaboration learning. This program is administered by Grants office at 866 846-2844 or SRI International's Center for Technology e-mail them at ti-navigatorti.com. in Learning. It is limited to hardware

.rods ',' 1E3 There are some other organizations Design a program that can be that offer grants in the general area of replicated by other schools and educational technology and have funded include how you will share information handheld projects in the past. One such about your experience with others. organization is Intel. Check out its Make sure to include information on website atwww.intel.com/education/grants. how your program will be evaluated. Also, make sure to check with your state Make the budget detailed, reasonable, educational technology office to see what and representative of the rest of your educational technology and professional proposal. development grants they have available. Make sure you meet all the technical As with any grant application, the follow- requirements of the proposal. ing tips are useful to remember when you are writing grants for handheld programs: If your program doesn't get funded by this grant, try again. Many wonderful Read the grant request for proposal programs aren't funded the first time carefully and tailor your proposal to around. those requirements. Focus on student achievement and the ©K12 Handhelds Copyrighted by K12 improvements your proposed program Handhelds. May not be reprinted without written will make; make sure to indicate permission from K12 Handhelds, specific and measurable objectives. info @kl2handhelds.com.

Professional Development and Handheld Technologies

Connected University's Pocket CUAprototype of an online class utilizing a handheld device as the delivery medium. The content for this class is "Teaching to Standards."http://cu.classroom.com/palm 1(12 HandheldsAvariety of both on-site workshops and online courses that start with an introduction to handhelds for beginners and then build to more advanced courses that focus on applications for administrators, teachers, and students.www.k12handhelds.com/dev.php Palm PETC ProgramThePalm Education Training Coordinator (PETC) program is a train-the-trainer program designed to support K-12 in-service and pre- service professional development programs focused on the educational uses of Palm handheld computers.www.palm.com/education/training Palm PETP ProgramRegional workshops conducted by Palm Education Training Providers (PETP). PETPs are Palm Certified Trainers with expertise in the Palm OS and years of personal experience as K-12 educators and administrators. www.palm.com/education/programs/regional Note: A few universities, colleges, and private training centers are now offering distance education courses that are designed around handheld delivery methods. For example, Brigham Young University offers a high school course for U.S. History that is taken with Palm OS devices in addition to the traditional computer connected to the Internet.

4 3 Pr le Educationa TITLE DESCRIPTION VIEBSITE TYPE SYSTEMOPERATINGHANDHELD AVAILABLECOMPONENTDESKTOP DocumentsClass Pro to Go AllowsDigital users organizer to transfer specifically Word, Excel, designed and forPower students. Point to the pocketpc/classprowwwdataviz.com/products/www.developerone.com/ Commercial product PalmTMWindows CE Mac/WinWin (Media-X)ePrincipal(Dataviz) Mobile desktopriskSchoolhandheld, students, computer. analysis view and andof standardized grades, edit files, learning then tests. transfer skills, attendance, back to the at- products/eprincipal/www.media-x.corn/documentstogo/index.html FreeCommercial demo product Palm Mac/Win (Media-X)eStandards otherCalifornia,Curriculum states Texas, standards and districts Florida, databases under Wisconsin, development); (currently Kansas, available andalso Ontario; allows for productsindex.phpwww.media-x.com/mobile.php / eStandards/ FreeCommercial demo product Palm Mac/Win (Media-X)eTeacher Mobile teachers,Standards-basedbrowsingthe creation andincluding of tracking. your planning, rubric-centered own database assessment, ofassessment. standards and reporting for(Note: for products/eteacher/www.media-x.corn/ FreeCommercial demo product Palm Mac/Win Go 'n Tell (Hi-Ce) textAllowsstandardsRequires that you can desktop lists, to later create activities, beprogram aconverted virtual rubrics, to scrapbookcreate into learning a student website. with skills, lists, pictures etc.) and dev.org/download.htmmobile.phpwww.handheld.hice- Free product Palm Mac/Win (DDHHandHandy BaseSoftware, Sheets Plus Inc.)(Hi-Ce) CreateusedAnproject information for customized homework management, management worksheets,assignments, and studenttool download (database)student assessment. attendance, them that to can be software.html?view=handbasewww.handheld.hice-dev.org/www.ddhsoftware.com/ FreeCommercial demoproduct product PalmWindowsPalm/ CE Mac/Win (Sunburst)Learner Profile To (3o teachersstudents,portfolios,Handheld assessand extensionand then classroomcollect collect to anecdotal Learner them learning, for Profilerecords. grading. evaluate on (Awaiting the student desktop; release.) lets download.htmwww.sunburst.com Commercial product Palm Mac/Win (GradeMakingPiCoMap - the butters) Grade ConceptGradebook mapping and attendance tool. tool. download.htmwww.handheld.hice-dev.org/wwwgradebusters.com FreeCommercialFree demo product product PalmWindowsPalm/ CE Mac/Win Quizzler Pro Makes and delivers quizzes. www.quizzlerpro.corn Commercial product Palm/ Mac/Win (ScholarusStudent Teacher Wireless) resources.plans,A wireless tips, resourcerules and for regulations, student teachers; and other contains educational lesson softwarewww.pocketgear.com/ detaiLasp?id=1342 CommercialFree demo product Windows CE N/A Teach(CoffeeTeacher's File Pot P.E.T. (Eddie Software) Soft) ProvidesupManages to ten classes.classroomgrading, attendance, management, and tracking contact assignments,information for www.eddiesoft.comwww.coffeepotsoftware.corn SharewareFreeCommercial demo product Palm WinMac/Win Software)TeachersThought Manager (Hands High for speeches,Organizesattendance, ideas,class and outlines,general projects, status and agendas, more. information. notes, task lists, tmteachers.htmlwww.handshigh.com/html/ CommercialFree demo product Palm Win (Scantron)ClassroomManagementTracker (True Wizard SysteImage ns) studentHandheldProvides schedule access quiz-to-desktop and to emergencystudent grading information contact and datainformation. system, assessment. such as www.classroomwizard.cornwww.schoolid.com CommercialOnlineCommercial demo product product Palm WinMac/Win WordFreeNomad Smith Write Software) (Blue :Hi-Ce) Aenhanced wordfull-featured processor, memo word pad. featuring processor, a 109,000-word document viewer, spellched

Hardware Manufacturers Software Resources

Palm OS CINET DownloadsShareware, freeware, and demo software for 40 Palm Palm and Windows CE/Pocket PC www.palm.corn http://download.cnet.com/downloads/ Handspring 0-1726360.html?tag=stbc.gp www.handspring.corn EuroCoolShareware, freeware, and demo software for Palm Sony Clie www.eurocool.com www.sonystyle.com/vatolclie/ index.shtml HandangoShareware, freeware, demos, and commercial software for Symbol Palm and Windows CE/Pocket PC www.symbol.com/products/ www.handango.com mobile_computers/ mobile_computers.html Hi-Ce Learning in the Palm of Your HandFree educational software for Palm www.handheld.hice-dev.org/ Windows CE/Pocket PC download.htm CompaqiPAQ Pocket PCs Palm BoulevardShareware, www.compaq.com/products/ freeware, and demo software handhelds/pocketpc/index.html for Palm Casio http://palmblvd.corn www.casio.com/personatpcs/ Palm EducationEducational section.cfm?section=19 software downloads and reviews Hewlett Packard for Palm Jornada www.hp.com/jornada www.palm.com/education Symbol PalmgearShareware, freeware, www.symbol.com/products/ demos, and commercial software mobile_computers/ for Palm mobile_computers.html www.palmgear.com PalmSpotFreeware, shareware, and commercial applications for Palm. Also sells hardware add-ons www.palmspot.com PeanutpressElectronic books for Palm and Windows CE/Pocket PC www.peanutpress.com TucowsShareware, freeware, and demo software for Palm and Windows CE/Pocket PC www. tucows. co m

(SHOTEC

48 Educational Hardware/ News, Reviews, Software Resellers and Support

The following companies accept NearlyMobile Information educational purchase orders and dedicated to the new Palm user offer academic pricing: who is not technology savvy www.nearIymobite.com Educational Resources www.educationalresources.corn Palm Infocenter.comThe latest Palm OS industry news K12 Handhelds www.palminfocenter.com www.k12handhelds.com Palm Knowledge Finder MicroWarehouse Online database of Palm tips www.microwarehouse.com and tricks, help, etc. Software Express www.palm.com/support/kb/ www.swexpress.com link_to_kb.html Palmtops/PDAsNews, reviews, FAQs, and software links http://palmtops.about.com PDA Constituent Group Journals/Newsletters Discussion of issues and challenges concerning use of PDAs Curriculum Administrators: in higher education Education in HandA supplement www.educause.edulmemdir/cg/ to Curriculum Administrator, case pda.html studies in handheld educational PDA GeekNews, reviews, tips, uses www.ca-magazine.com/ and tricks SpecialReports/eih.asp www.geek.com/pdageek/ Handheld ComputingPrinted pdamain.htm monthly magazine for Palm devices PDABuzzNews, reviews, forums, www.hhcmag.com and other resources InSync OnlinePalm, Inc.'s www.PDABuzz.com monthly electronic newsletter PDAStreetThe PDA Network of www.insync-palm.com free downloads, reviews, news, Mobile ComputingPrinted and message boards for all the monthly magazine covering portable major handhelds computers and handheld devices http://pdastreet.corn www.mobilecomputing.com pdaED.comNews and reviews Palm Power MagazineAn about handhelds in general. online magazine for Palm Bulletin boards specifically devoted www.palmpower.com to handhelds in education www.pdaed.com Pocket PCPrinted monthly magazine for Pocket PC devices SlashdotPDA news for nerds www.pocketpcmag.com http://slashdot.org/ search.pl?topic=100 ZDNet pricing for handhelds http://zdnetshoppercnet.com/ shoppiny10-11013-1401-0- 0.html?tag=dir

.:`,.!;:m lir:: of Terms Glossary Handheld Technologies Al 802.116See Wi-Fi Archive Filescopies of deleted or purged handheld data that exist on the desktop computer and can be used to restore some deleted or purged data. Beamdescribes the use of infrared to transfer data from one handheld to another. With appropriate software, beaming can also be used to send a document from the handheld to an infrared-capable printer. Bluetoothrma wireless technology with a range of approximately 30-meter radius; works well for hard cable replacement. Cradlethe stand that a handheld computer sits in to sync to a desktop computer. Used with some models as a battery charger. eBookan electronically formatted book, designed to be read from a computer, which may be a desktop computer, a handheld computer, or a specialized electronic book reading device. Expansion Modulesitems that are added on to a handheld device; these can be memory cards with software, such as large dictionaries or eBooks, or hardware items, such as digital cameras, GPSs, MP3 players, or science data probes. CPS or Global Positioning Systema device that uses a network of satellites to determine precise positioning data; GPSs are used for navigation, mapping, surveying, and other applications where precise positioning information is needed. Graffiti ® handwriting recognition software program that is the primary means of data input for the Palm OS. Handheld Computer or Handheldsmall computerized devices that fit into the palm of the hand and are designed for mobile computing. MMC or Multimedia Carda type of expansion card supported by the latest Palm handheld devices; these cards are very small, about the size of a postage stamp; see also "Secure Digital." MP3a format to facilitate the storage, management, promotion, and delivery of digital music. OS or Operating Systemsoftware that is designed to manage hardware devices in order to enable applications and users to access it easily; examples of operating systems used for handheld computers include Windows CE® and the Palm OS®. Palm Desktorsoftware that runs on a desktop computer and can be used to enter, edit, or view data from a Palm OS handheld; data is updated and exchanged between the desktop and the handheld through the HotSync process. Palm OS' the operating system developed by Palm, Inc. for handheld devices; handheld devices produced by Palm, Handspring, IBM, Sony, and others use this operating system. PANPersonal Area Network.

rcr::3 t'lia-,, 50 3EST COPY AVAILABLE PDA or Personal Digital Assistanta specific type of handheld device that serves the purpose of organizing personal information; these may include calendars, address books, notepads, calculators, and other useful tools. PDBa common Palm OS file extension that represents data or a database. PIM or Personal Information Managera specific type of handheld device that serves the purpose of organizing personal information; these may include calendars, address books, notepads, calculators, and other useful tools. Pocket PCa generic term for a handheld computer running the Windows CE operating system; see "Windows CE" for more information. PRCa common Palm OS file extension that represents an application. SD or Secure Digitala type of expansion card supported by the latest Palm handheld devices; these cards use Flash technology and are writeable. Springboard® Modulean expansion module that extends the functionality of a Handspring Visor handheld device; examples of Springboard modules include digital cameras, GPSs, and MP3 players. Syncshort for synchronize. SynchronizationThe process by which the desktop computer and the handheld exchange and update information. Ubiquitous Computingcomputing that is omnipresent and is, or appears to be, everywhere all the time; may involve many different computing devices that are embedded in various devices or appliances and operate in the background. USB or Universal Serial Busa type of connection to a desktop computer, which can be used to Hot Sync data; generally much faster than a standard serial connection. Web Clippingused to describe the editing or "clipping" of parts of Web pages to make them more readable on a handheld device. Companies such as AvantGo provide this service. Wi-Fi (also known as 802.11b)a wireless technology with a range of approximately 150-300 meters in radius and supports up to 11 megabit data rates, which makes it appropriate for wireless Internet access; this is the technology used by Apple AirPorts and Xircom's Wireless Ethernet modules. Windows CE° OSthe operating system developed by the Microsoft Corporation for embedded systems and handheld devices; handheld devices produced by Compaq, Hewlett Packard, and others use this operating system. Wirelessgenerally used to describe a device having intranet or Internet connectivity without wires; this can be achieved through wireiess modem technology similar to a cellular phone or through wireless Ethernet cards using 802.11b technology.

©K12 Handhelds Copyrighted by K12 Handhelds. May not be reprinted without written permission from K12 Handheids,[email protected]. (SEIOTEC

3EST COPY AVAILABLE 34. This newsletter was developed by the SouthEast Initiatives Regional Technology in Education Consortium (SEIRTEC) and is based on work sponsored wholly or in part by the Office of Educational Research and Improvement (OEM), undergrant number R302A980001, CFDA 84.302A. Its contents do not necessarily reflect the views and policies of OERI. the U.S. Department of Education, or any other agency of the United States Government First Printing 2002

NewsWire Editorial Staff Reviewers SERVE: Elizabeth Byrom v Margaret Bingham Gloria Bowman 40 Steve Bingham Cynthia RobertsonSusan Harmon South Carolina Department of Education: Contributing Authors Don Cantrell Donna Baumbach 4 Mary BirdKathy KatzBetty Rendon 0 Matt Renfroe University of Virginia: Chris O'Neal ITRC at University of Central Florida Southern Regional Education Board: Karen Fasimpaur, K12 Handhelds Jennifer Burke Diana Skinner, Johnston County Schools (North Carolina) SERVE Publications Team Cyndi Pride. Beaufort County Schools (South Carolina) Christy Casbon 0 Karen DeMeester Tracy HamiltonDonna Nalley Margaret Bingham. SERVE

This document was created forSEIRTECby theInstructional Technology Resource Centerin collaboration withK12 Handhelds.The entire document may be reprinted in its entirety for nonprofit educational use. Individual articles copyrighted by K12 Handhelds may not be reprinted without written permission from K12 Handhelds [email protected].

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When members of Congress identify and promote strat- INSIDE... passed the No Child Left Behind egies, based on relevant legislation, they called for sweep- research, that integrate 2 Tips for Writing an Evaluation ing changes in the way federal technology effectively into curricula and instruction. Plan for a Technology Grant dollars are distributed for technology in schools. Gone are the Tech- Develop accountability 4 Evaluation Questions nology Literacy Challenge Fund measures and a process Guiding Inquiry in Schools (TLCF) and Technology Innova- for evaluating the extent to tion Challenge Grants (TICG), which the activities carried 6 Lessons Learned from which were consolidated into the out with program funds are Action Research: Evaluation Enhancing Education Through effective in supporting the from the Trenches Technology (EETT) program. This integration of technology new program, which is currently into curricula and instruc- 10 Alabama Indicators for budgeted at $700 million a year, tion.(www.ed.gov/offices/OESE/ Measuring Progress requires states to: esea/progsum/title2b.html) 14 State Guidelines for Award half of the amount Until now, states and districts Enhancing Education Through available to local education have seldom been required to Technology (EETT) Projects agencies (LEAs) through a show the link between spend- formula based on Title I ing on technology initiatives and 16 TAM': A Tool for shares and half through a student achievement. The new Measuring a Project's Results competitive process. legislation calls for educators not 18 Steps in Evaluating a Make competitive awards to only to use research-based prac- high-need LEAs or partner- tices but also to provide evidence School or District that teachers and students are Technology Program ships that include a high-need LEA and at least one entity actually using technology to 21 Thinking Beyond Surveys that can assist the high-need improve student achievement. LEA to integrate technology For example, state plans are 23 Resources for Evaluation: effectively into classroom expected to include program An Annotated Bibliography instruction. goals, performance indicators, performance objectives, and data 26 Tools for Evaluating Use at least 25% of its formula sources for assessing the effec- Technology Projects allocation for high-quality pro tiveness of programs in terms and Programs fessional development activities of the teachers' and students' to prepare teachers to integrate use of educational technology technology into instruction. in support of academic achieve- Require local applicants to ment. In turn, states are requir- SERVE describe how they would ing recipients of EETT funds to I trepr*IntX P.r.rrnIrrx thrw111th (continued on page 2) Rehr., r. Arrelo 'poem

!MST COPY AVAILABLE (continued from page 1) show that money spent on technology evaluation component will add ultimately leads to improved student credibility to our technology pro- learning. As Barbara Teusink, Direc- grams and allow the State Depart- tor of Technology for the South Caro- ment of Education to demonstrate lina State Department of Education, the positive impact of professional explains: development and technology integration in the core curriculum areas The Ed Tech Grant program re- on student achievement. quires extensive accountability and evaluation procedures for use Because educators across the nation of technology funds. The No Child are, or soon will be, scrambling to Left Behind Act is very timely find resources that will help them for South Carolina as we begin evaluate the effectiveness of their to devise our 2003-2008 State programs and the links to student Technology Plan. In correlation achievement, this issue of NewsWire with Ed Tech guidelines, our plan features articles about state and local will be performance-based and accountability efforts, some things include measurable goals, objec- to think about when developing an tives, indicators, and benchmarks evaluation plan, and resources for for achievement at specific points conducting useful evaluations. throughout implementation. The

I II by Elizabeth Byrom, Ed.D., SEIRTEC backwards to determine your Principal Investigator evaluation questions, strategies, and methods. For example, if your goal Ask anyone who has reviewed propos- is to improve student achievement, als for federal or state grants about the you need to define what you mean most important factor that determines by "student achievement," and then which ones are funded and which ones identify the conditions that have are not, and they will invariably say to be in place in order for improve- the evaluation section. As Zucchini ment to occur. Some essential con- Dean of the Mississippi Department ditions are as follows: of Education says, "Most proposals Curriculum, assessment, and contain very little about evaluation ... technology use should be what they do say usually doesn't cor- aligned. relate with the goals they indicated in the proposal, and the focus is usu- Teachers and students have to ally not on student achievement and use technology in meaningful teacher competency." There are dozens ways. of reasons for these shortcomings, but Teachers must have ongoing, one is that many of the educators who high-quality professional devel- write the grant proposals have little or opment that is directly related no experience in developing evaluation to what students are supposed plans. With that in mind, SEIRTEC to learn. offers the following tips for writing an evaluation plan that will win approval: 2. Ask good evaluation questions. Good questions will lead to the 1.Start with your project goals and answers you need in order to deter- objectives and work your way mine whether your project makes a difference in teaching and learning. self-reporting data are often Evaluation questions might ask: unreliable. Consider using a variety of qualitative and quantitative To what extent are teachers us- measures, such as classroom ing what they learned in profes- observations, school portfolios, sional development activities? interviews, and focus groups. (See Do teachers and students have Thinking Beyond Surveys on page 21 ready access to modern comput- for advantages and disadvantages of ers and the Internet? various measures.) How effective is the project 7. You don't have to develop evaluation in identifying and addressing tools; some excellent ones already barriers to technology integra- exist. The U.S. Department of Edu- tion? (See article on Evaluation cation's book An Educator's Guide QuestionsGuiding Inquiry in to Evaluating the Use of Technology Schools on page 4 for additional in Schools and Classrooms is a good information.) place to start. (Available through the Database of the U.S. Depart- 3.Collect baseline data at the begin- ment of Education Publications in ning of the project and ask the same ERIC or available at www.ed.gov /pubs/ questions over time. For example, if pubdb.html.) Also look at the websites your project focuses on professional of the Regional Technology in Edu- development, begin by determining cation Consortia (RTEC), such as teachers' current level of technol- the High Plains RTEC's Profiler, the ogy proficiency, use of technology, South Central RTEC's database of attitudes, interests, and needs. If evaluation instruments, the North you periodically ask them the same Central RTEC's enGauge, and kinds of questions, and if their pro- SEIRTEC's technology integra- ficiency and use improve, you have tion progress gauge. (See Tools for some evidence of the cumulative Evaluating Technology Projects and effectiveness of the program. Programs on page 26.) 4. Counting boxes isn't enough. It can 8. Above all else, read the directions be useful to know the number of in the grant application package. If computers available for student use you don't meet all the funding agen- or the student-to-computer ratio, cy's requirements for evaluation, but if you want to know whether the agency will be hard pressed to technology is making a difference fund your project. This is especially in teaching and learning, you have true for the technology grants fund- to examine how well and how much ed through the No Child Left Behind students and teachers are using it. legislation because the states must 5. Look beyond standardized student provide data from the districts in achievement data. Standardized order to show that the money is tests seldom measure the areas being well spent. of learning where technology has If you follow these tips and still feel been shown to have an impact, uncertain about the quality of your such as research skills, communica- evaluation plan, remember that it's okay tion skills, quality of student work, to ask for help. Although there isn't an dropout rate, and discipline abundance of evaluators with referrals. experience in educational 6. Surveys are no technology, you should longer adequate be able to find an as the single evaluator or research- measure for er at a nearby college determining .116. or university who can the quality review your plan and and impact of a Li offer suggestions. technology project, mainly because

-JO Evaluation Questions Guiding Inquiry in Schools by Ann Abeille, Director of Research of all, what do you and the people in and Evaluation, Learning your school want to learn from this Innovations at WestEd evaluation work? If you are working with grant funds, what do the funders Through the No Child Left Behind legis- want to learn? For example, if your lation, school and district practitioners school or district has received a grant are being asked to become more to engage faculty, students, and com- involved in the evaluation of the effec- munity members to use a variety of tiveness of their schools' efforts and technologies to enhance science and progress. Many practitioners are short mathematics learning through a com- on time, funding, and evaluation expe- munity-based environmental study, rience. However, educators can maxi- what would you want to learn from mize their learning from this work by your evaluation efforts? Some of your building their evaluation around clear- evaluation questions might be: ly articulated evaluation questions. How has the funding from the grant The critical guidance for evaluation actually been used? What training work, just as in school-based action was provided to students and fac- research, is identification, use, and ulty in using the various technolo- reflection on essential questions. These gies? What was the perceived quality questions drive the learning, and evalu- of the training? How many students, ation is about learning: faculty, and community members were involved in the training? Learning how students and teachers are using technology How did students and faculty use technologies in the environmental Learning what kinds of professional study? What areas of mathematics development and support are did students explore? To what extent making a difference in classroom did students engage in mathematics practice and science inquiry? What role did Learning how the infusion of technology play in this inquiry? technology is changing student What mathematical concepts or approaches to learning, character- skills did students gain through istics of student products, and stu- this project? To what extent did dent achievement in curricular areas As practitioners engage in evaluation work, whether involved in a formal evaluation (perhaps supporting the work of outside evaluators) or undertaking an informal examination of a school initiative, they need to consider the following aspects of evaluation questions.

Qvestion Identification Identify the overarching questions that you want to answer and why. First -4116.- Using methods such as questionnaires, interviews, and focus groups makes perfect sense when you wish to determine changes in attitudes (e.g., attitudes toward technology use). How- ever, classroom observations become the essential method (with interviews or questionnaires providing additional information) to gain useful data about the use of technologies or the engage- ment of students in mathematics and science inquiry. Although teacher interviews may give some insights into student learning and changes in student achievement of technology standards, an analysis of student products will more directly answer such an evaluation question. If the development of certain mathematics learning has been targeted within this project, an appropriate method may N1111,-111Pwr be the tracking of changes over time in teacher-designed assessments or selected sections of standardized tests. It is essential to choose methods for students demonstrate mathematics your evaluation that will yield appropri- and science inquiry skills? ate data for answering your top-priority questions. As this program is instituted and continued, are there notable Reflections on Evaluation Questions increases in the percentage of students meeting grade-level-appropri- Finally, it is critical, when the data are ate technology standards? Is there in and analyzed, to return to the evalu- improvement in student achieve- ation questions and the results in order ment in the areas of mathematics to determine the implications for your focused upon in the project? future work. For instance, perhaps you How have student, faculty, and com- found that although the quality and munity attitudes changed through reach of the technology-related profes- this project (e.g., attitudes toward sional development was excellent, too mathematics and science, the use of much time elapsed between that learn- technology, or the environment)? ing and the actual use of the technology in the environmental study, so Identifying and prioritizing these ques- time and energy had to be wasted on tions is the first step toward meaningful additional training. Or perhaps your evaluation and essential learning for classroom observations indicated that your school. although use of graphing calculators was to be an essential component of Matching Methods to Questions the environmental project, the use was negligible. What if after three years It is essential to remember that the iden- of similar project work, the targeted tification of evaluation questions dictates areas for improvement in mathematics the choice of evaluation methods. Practi- achievement showed no improvement? tioners need to ensure that the data-gath- These findings would certainly lead you ering methods used will result in answers to strategic changes in your work. to the identified questions. *TEC

7 Lessons Learned from Action Research: Evaluation from the Trenches

by Zelia Frick, Supervisor of Instruc- After four years involved in "action tional Technology, Guilford County research," I have learned that assess- Schools (North Carolina) ment and evaluation can be challenging and time consuming. Hopefully, you "Your grant has been funded!" These can learn from my experiences. words are music to the ears of applicants who work diligently to acquire One of the most valuable resources much-needed funding for technology. we used to evaluate our project was Recipients eagerly await the arrival of the Evaluation chapter in SEIRTEC's new equipment, software, and train- Planning into Practice(www.seirtec.org/ ing. Then comes the process of assess- publications).This practical guide assisted ment and evaluation. How do we know me in understanding important terms the technology placed in classrooms and in creating the crosswalk shown improves the way teachers teach and in the following chart that delineates the way students learn? What evalua- the evaluation questions, methods of tion instruments will we use, and what data collection, and data analysis. Our questions will we ask? project evaluation focused on answering questions related to accountability, As Supervisor of Instructional Tech- quality, impact, sustainability, and les- nology for Guilford County Schools in sons learned. Greensboro, North Carolina, I faced the challenge of assessment and evalua- As we implemented Project Read/Write, tion in 1998 upon receiving a Technol- we learned the importance and value ogy Literacy Challenge Fund (TLCF) of determining how well strategies are grant entitled Project Read/Write. The working and making adjustments when project's goal was "to improve student necessary. Sometimes the adjustments academic achievement in reading and were made to project activities and writing through the integration of tech- sometimes to evaluation strategies. nology." The grant provided ten underachieving third-grade classrooms with Accountability: Now do we know the computers, an inkjet printer, a collec- project is making a positive impact on tion of reading/writing software, and on-site instructional support. Partici- student achievement? pating teachers were required to attend Year 1 Question: Did a higher percent- all staff-development sessions and age of students receive an "on-grade- allow students to use the technology a level" score than in previous years? minimum of 20 minutes, three times Using North Carolina third-grade end- each week. of-grade (EOG) reading scores, a bar Like most technology leaders, I had no graph was created charting school EOG expertise in research and evaluation scores for seven years. Two of the three even though I had been working in the schools achieved their highest scores "trenches" of instructional technology in seven years, and the third school for many years. I thought implementa- achieved its second-highest scores in tion and evaluation of Project Read/ seven years. The data, however, did not Write would be quite simple: 1) partici- address other factors that may have pating teachers would select the soft- affected these high scores and were not ware, 2) equipment would be purchased, compared to a control group. 3) teachers would be trained, and 4) student end-of-grade reading scores would IR+ improve. Experience is a great teacher. (continued on page 8)

5 8 Project Goal: To improve student achievement in reading and writing through the integration of technology.

Collection Question Instrument Period Pluses Deltas Accountability: Is the project making a positive impact on student achievement?

Bar Graph: Percentage Did a higher percentage of students scored students score Level III/IV Levels III/IV compared than previous years? with previous years Data do not show longitudinal growth for Bar Graph: Compare Uses validated data individuals Was student achievement scale score growth North Carolina Identifies trends Graphs show data by higher for the project group (pre-test to End-of- or the control group? third-grade EOG schoolnot individual Grade) to control group reading scores Has potential for or classroom growth individual classroom Table: Compare and student analysis Does not identify other Did students in the project End-of-Grade scores to factors impacting test have higher scale score pre-project scores scores gains and greater movement to higher achievement Table: Comparison levels? of growth within each reading level Quality: How well are we implementing program activities and strategies? Teacher accountability Reliability of data Is student use meeting the Every two months Uses tracking Time intensive minimal requirements? Student logs Student records Personnel demands

Data are reliable On-site visits Time consuming Is student use appropriate Often as possible Identifies problems and accurate? Forms and checklist Personnel needed Support for teacher

Are teachers having any Web-based tech help Collected each Report of technical technical problems. Tech support forms training session problems Immediate feedback Reliability of Has professional Workshop evaluation Collected each self-evaluation development been effective? form training session Identifies areas for improvement Quality of questions Time consuming Are students effectively Formal observation Six observations per using the project? sample participant Validates student logs Training observers Validation of instrument Impact: Is the project making a difference for students?

Do students think their Time to collect reading and writing skills Student survey End of the year Feedback on student have improved? attitude and perception Time to interpret Do teachers think the Feedback on teacher Time to collect project has helped improve Teacher survey End of the year student achievement? attitude and perception Time to interpret Time to develop rubric

Is there evidence of Writing samples Evidence to validate Training scorers improved writing skills? Fall and spring improvement in writing Time to score and analyze Susfainabiiity: What needs to be in place for 3uctaming the orojeGi'sci.l? Will hardware and software Beginning and Maintains location of Inventory sheets Time and accuracy remain adequate? ending of year resources

rt,as 5 9 (continued from page 6) until the end of school, so teachers not Year 2 Question: Was student using the technology slipped by unno- achievement higher for the project ticed until administrators examined the group or the control group? Three data and discovered there was a prob- additional schools participated in Proj- lem. Finally in Year 3, a valid instru- ect Read/Write the second year. Fif- ment for assessing student use was teen schools were on the wailing list developed. A two-month calendar was to receive funding for the project, and created for each student, and data were they became the control group. During collected every two months. Data were the second year. scores from the project entered into a database, and classroom schools were compared to scores from reports were printed and sent to each the control group. Project Read/Write school's administration. The new pro- schools displayed greater gains. cess made teachers accountable and provided excellent data for assessing Year 3 Question: Did students in the the project's implementation. Some project have higher-scale score gains students were so dedicated that they and greater movement to higher recorded use on weekends and achievement levels? In holidays. Conclusion the third year, a total data from student of 21 schools par- log sheets was ticipated in the invaluable but project. Third- not always reli- grade pretest able. reading scores were compared Workshop to the EOG evaluation scores, and forms are a average scale necessity, but score growth self-evaluation was charted is not always for each school. reliable. Teach- Growth from the ers indicated they pre-project year was were "highly accom- compared to growth from ...... 00° plashed" in the work- the first year of the project. ing knowledge of software, Data indicated there was a definite but informal observations indicated trend toward higher achievement levels otherwise. Teachers reported that they with Project Read/Write schools. had acquired knowledge in the workshop but, upon returning to the class- Quality: How well are the program room, forgot a lot of details and could not remember how to start. activities and strategies being implemented? Is student use meeting Site visits are imperative to ensure proper implementation. Site visit the minimal requirement? reports proved to be especially valu- Student log sheets were developed to able as they provided reliable data assess the quality of implementation. about technical and/or instructional During Year 1, teachers had students problems within the classrooms. For- record their names on a daily log sheet mal observations validated student when using the computer. However, logs and supplied compelling evidence accounting for student software use in of student use. Trained personnel this fashion proved to be rather prob are needed to validate an observation lematic. In Year 2, a yearlong calendar instrument and complete the obser- was created for each student so that vations, but it's worth the effort to he or she could record the title of the validate proper implementation. Once software used on the appropriate a problem is identified, instructional calendar day. Teachers were not support can be readied for the teacher. required to submit their calendars

60 Seventy-eight classrooms were par- Impact: Is the project making a ticipating in the project by Year 4, but difference for students? Do students there were 42 new teachers. Of the think their reading and writing skills original ten classrooms that began in 1998, only two teachers remained. How have improved? could this happen? Teacher turnover Answers to these questions were obtained is a major problem for underachieving by having students complete a survey at schools. Turnover makes it difficult to the beginning and end of the year. Data bring about change when you consider from each survey were reviewed to see if that it takes an average of 4-5 years student attitudes had improved toward for most teachers to become proficient reading. Participating teachers from Year enough with technology to use comput- 1 created a student survey that included ers fluidly and effectively. To sustain the following statements: Project Read/Write, we must meet the challenge that teacher turnover creates 1. When I have free time, every year. I choose to read a) never, b) sometimes, c) always Looking back, I can safely say that we 2. Reading makes me feel learned a lot of valuable lessons about a) happy, b) no feeling, c) sad the implementation and evaluation of technology projects: Expectations were that students would change their attitudes toward reading in An evaluation model needs to be a positive direction, but when surveys defined at the beginning of the were collected at the end of the year, project. student feelings had reversed. Student So many factors impact student interviews revealed that they were excit- achievement that change attributed ed about reading in the fall and spent to technology use is difficult a lot of time reading. However, after the to measure. winter months, students were ready to spend time outdoors, and their interests Self-evaluation data are not always were redirected toward other activi- reliable. ties. The revised survey has proven to When possible, use electronic sur- be more effective and is completed only veys rather than paper and pencil. after end-of-grade tests. It includes the Although creating quality surveys following questions: with appropriate questions is a 1. Are you a better reader now than challenge, it is crucial to effective you were at the beginning of the evaluation. school year? (Yes/No) Software with built-in management 2. Do you enjoy reading more now systems provides reliable documen- than you did at the beginning of tation of student use. the school year? (Yes/No) It takes multiple years for the effec- Asking the "right" question is critical to tive implementation of projects to effective evaluation. impact student achievement. Site-visits are a necessity; they pro- Sustainability: What needs to be in vide reliable information and sup- place for sustaining the project's goal? port for teachers. Are all elements in place? Measuring the quality and impact of a technology program takes time and Sustainability appeared to be a non- may require additional personnel. issue for Project Read/Write. All hardware with appropriate software was in If you're assessing and evaluating a place and working. Project Read/Write technology program, the SEIRTEC would help students for many years. All model will provide you valuable infor- teachers had been trained, and student mation to measure the program's use looked great. But had all teachers effectiveness. You will learn a lot really been trained? I guarantee it.

ron 'II ro 6 Alabama Indicators for Measuring Progress by Melinda Maddox, Ed.D., planning prior to the rollout of the Coordinator, Office of Technology plan. Over the course of one-and-one- Initiatives, Alabama Department half years, we convened four different of Education task force groups and held several state agency staff work sessions. Alabama took a bold step when it was time to revise our state technology Members of the first focus group plan in 2000-2001. We shifted from an wrote goals and objectives. Their emphasis on guidelines and recommen- task was completed over a two-day dations for installing hardware and net- period. works to a framework based on a set of The Office of Technology Initiatives' indicators and benchmarks for measur- staff further defined the process ing outcomes. The new plan, IMPACT, and framework for the plan and which stands for Indicators for Measur- established the major categories as ing Progress in Advancing Classroom Technology, establishes essential con- goal, objectives, rationale, indica- ditionssuch as funding, support, and tors, benchmarks, sources of evi- trainingnecessary to use technology, dence, and strategies. but its primary focus is using tech- A second focus group developed nology to improve student learning in the document with indicators, Alabama's schools. benchmarks, and sources of evidence. This group was the main Alabama IMPACT provides a set of writing team and worked about progress indicators, measures, and a six months to complete its tasks. target timeline (2002-2005) for inte- The members gathered input from grating technology across the cur- district technology coordinators, riculum. Examples of sources of superintendents, and other technol- evidence/data-collection methods are ogy leaders at the annual Alabama provided to help schools and school Educational Technology Association systems assess their progress toward (AETA) Fall Symposium. The second meeting the benchmarks established in focus group used this input to final- this document. The indicators address ize the indicators, benchmarks, and the six objective areas of learning, tech- sources of evidence. nology integration, professional development, environment, access, and cost A third focus group wrote the state of ownership. Local schools and school technology plan requirements for systems are using these indicators and district and school technology plans. benchmarks to design their technol- The final focus group wrote state ogy plans for technology integration, to strategies. This group represented make decisions, and to create policies all areas including public, private, to guide the direction of technology. and business and industry leaders, as well as members from all of the Development of IMPACT three previous focus groups. The document was written from the IMPACT Example ground up with extensive input from stakeholders throughout the state. The IMPACT document reflects the This process gained us buy-in from input from all of the focus groups and the beginning and a gradual growth state teams. For each objective, we in understanding of the use of indica- used the same format. The goalto tors and benchmarks for technology improve learning through the use of

62 technologyis listed first, followed by the data-collection methods, as shown a rationale for the objective, indicators, in the following table. benchmarks, sources of evidence, and

Learning Objective: Encourage learning that is relevant and authentic through the use of technology. Rationale: In classrooms where technology is used effectively as a tool, students are more autonomous, collaborative, and reflective than in classrooms where technology is used only for drill and practice. Technology engages students in real-life applications of academics and encourages them to be more independent and responsible for their own learning. In a knowledge-based society, it is important that students have the self-confidence, knowledge base, technology fluency, and cooperative skills that will enable them to continue learning throughout their lives. Technology facilitates the study of the academics within the context of meaningful and authentic applications.

I' ; I

Surveys

1.1 All students use technology Student products to complete inquiry-based Lesson plans learning projects that reflect personal significance and/or Observation 1a. Learners develop, societal importance. model, and assess age- Video samples appropriate projects 1.2 All teachers assess student- that are relevant and based projects using well- Standards-based scoring authentic. designed scoring guides. guides 1.3 All administrators assess Personnel Evaluation System teachers' ability to implement (PEPE) learner-centered classrooms. Electronic usage data Online assessments

1.4 All students, teachers, and administrators use productivity Surveys 1 b. Learners' work tools such as spreadsheets, Student products incorporates real-world databases, presentation applications of technology. software, and Internet Lesson plans resources to solve problems Observation and make decisions.

1.5 Student products contain a data analysis component using productivity tools such Surveys as spreadsheets, graphing Student projects packages, and/or databases. Lesson plans 1c. Learners use technology 1.6 All teachers collect and analyze resources to gather, store, data to make adjustments to Observation reshape, analyze, and their operational curriculum communicate information. (i.e., classroom). Structured interviews 1.7 All administrators collect and Online assessments analyze data to make decisions Electronic usage data that affect the overall operation of the school.

1.8 All students and teachers Lesson plans id. Learners use technology select appropriate technology- resources to access based resources such as the Student projects quality information from Internet, real-time probes, Observation numerous sources. hand-held devices, and the Alabama Virtual Library (AVL) ersonnei t valuation Sysieui based on intended purpose. (PEPE)

OW vtiy, le. Learners are proficient 1.9 An students and teachers in technoiogy and use technology during the Lesson plans information literacy instructional day based on standards. the local, state, and national Observation cEIR4TEC standards. Student projects

6 3 it

Students, teachers, non-certificated staff, administrators, parents, Learners community members, business owners, and citizens

Goal The final outcome desired

Rationale Reason for the objective

Objectives Broad actions intended to fulfill the goal or outcome

Attributes or activities that are necessary to fulfill the objective and overall Indicators goal (These are readily converted to benchmarks.)

Specific, observable, measurable actions or behaviors; used to gauge Benchmarks progress over time

Sources of Evidence/ Physical items, such as plans, reports, observations, etc., that enable the Data-Collection Methods researcher to document fulfillment of objectives

Strategies Steps or actions that will be taken to accomplish the objective

Reactions from the Field school districts through the IMPACT document that was produced to assist By the time we introduced the IMPACT in the development of district technol- document and the concept ofusing ogy plans. IMPACT provided clearly technology integration indicators defined benchmarks and indicators and meeting benchmarks to the local and explained scientifically-based educators, they were old news. Edu- research as applied to the use of tech- cators had heard so much about the nology in the educational process. The new framework that we received very clearly defined goal and objectives in positive reactions. Two of our local six domains focused limited funding technology educators expressed an toward areas that would have the understanding of the value gained greatest effect on student learning. from using indicators to measure Local district technology coordinators progress and the acceptance of the have been able to develop technology IMPACT framework as follows: plans that meet the needs of students and teachers as a result of IMPACT The Alabama State Department of The use of indicators and bench- Education's Office of Technology marks in developing an individual Initiatives hns provided important school and school district technology leadership and guidance to local plan are paramount to progress being

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b..' 4 made toward the stated goal. School Current Status leaders and classroom teachers who understand the ultimate goal and Statewide technology assessment understand the steps that have been instruments are being developed to established to achieve it are more measure state progress in achieving likely to enthusiastically embrace the the benchmarks outlined in IMPACT. process and significantly contribute to Currently, local school districts are its achievement. The Alabama Depart- required to align local plans with ment of Education's Office of Technol- IMPACT and to evaluate and report ogy Initiatives is to be commended for progress toward achieving benchmarks its leadership in providing guidance, on a yearly basis. The local school direction, and support that is on the districts are writing their yearly tech- forefront of education reform nology plans and reporting progress toward achieving their benchmarks Steve Sumners, with an online process. At the state District Technology Coordinator, level, the indicators from IMPACT were Cherokee County School District the basis of our state application for the Enhancing Education Through Having state-developed benchmarks Technology application for federal and indicators for the benchmarks funds for educational technology. helped our system develop its technology plan. IMPACT covered all the IMPACT gives us a strong focus on areas that we wanted to address, where we need to go in the next few as a system. However, the goals years in educational technology in and objectives for the state plan Alabama and will help the state bet- were general in nature. Working ter measure progress in local schools. with the benchmarks and the indi- It is a statewide, long-range, strategic cators made understanding what educational technology plan affect- would be required under these ing every district and every school. By broader goals and objectives easy having documented outcomes based to understand. They gave concrete on the state and local indicators and examples to follow. That made de- benchmarks for educational technol- veloping our new technology plan ogy, we already have and will continue both easy and productive. to receive evidence of the success in using technology to impact teaching David Crouse, Ed.D., and learning. Taking the bold step to Technology Coordinator, not revise but to redesign our state Roanoke City Schools technology plan was a risk, but a risk well worth taking.

cEIOTEC State Guidelines for Enhancing Education Through Technology (SETT) Projects

Over the past few months, technology leaders in state education agencies (SEAs) have been putting together grant application packages for competitive Enhancing Education Through Technology grants. Tammy Mainwaring, an Education Asso- ciate with the Professional Development and Instructional Technology Office of the South Carolina Department of Education, has graciously agreed to share the guidelines and sample evaluation matrix that she and her colleagues have developed as a resource for educators in their state as they prepare, implement, and evaluate their technology projects. The original version has been modified slightly to make it generally applicable throughout the region. Step 1: Conduct a needs assessment and collect baseline data. The baseline data should provide information at the start of a program. The data will be used to set goals and benchmarks to determine the amount of change you desire throughout the stages of your project. Baseline data are collected before the beginning of the project. There are many sources of data that can be collected and utilized effectively when creating your goals, benchmarks, and expected outcomes. Examples of data that can be used include surveys, interviews, school records, standardized test scores, observations, technology documents, and portfolios. Step 2: Analyze your technology needs through the baseline data and create your overall program goals. Limit your program goals to a minimum of three and a max- imum of five. Your goals will be the overall statements of expectation arising from the purposes of your technology program. Each goal should be accompanied by a projected completion date. Step 3: Dissect each goal and determine realistic strategies that will lead to the achievement of the overall goal. Some goals will require more strategies than others. This section outlines your step-by-step process for reaching your end-of-program expected outcomes. It also gives you a guide for staying on track with your project. Step 4: Develop indicators of achievement. The indicators will be more specific than your strategies and will provide a measurement, such as a certain percentage of teachers, the number of computers, etc. Setting achievable indicators will be a key to the successful completion of your project. Step 5: Set benchmarks and target dates that will define the progress the district expects to make at specified points in time with respect to each indicator. These benchmarks should show the process for ongoing evaluation of the technology project. Step 6: List the data sources you will use to continuously measure progress. These data will be used in your project reports. ST.ep 7: Describe your expected outcomes of each goal. Student achievement and teacher technology proficiency should be integral to your expected outcomes. Step S: Prepare your report of results, findings, and recommendations at the completion of your project. irk

6b Project Goal Goal 1: Teacher Proficiency (Should be linked to student By their next recertification period beginning in 2005, teachers will be deemed achievement, teacher proficiency, technologically proficient in accordance with district standards. Teachers must equity of access, and accountability) renew this proficiency each recertification cycle thereafter.

Sources of Baseline Data Surveys (These data will be used to paint a Self-assessments current picture of your district prior to project implementation.) Observations Portfolios District teacher proficiency assurance forms (Data for this goal should assist you in determining the percentage of teachers who are now considered technology proficient, keep portfolios, and participate in professional development opportunities.)

Strategies for 1. Technology leaders will be assigned to each school to train colleagues and Achieving the Goal guide novices in the use of technology integration. (List relevant strategies to help you 2. A needs assessment will be given to teachers to determine the professional reach your goal. These must be development that must be offered on different levels of proficiency. Courses strategies you can measure and prove will be designed and offered to accommodate the faculty as they move from have been implemented.) novice learners to expert integrators of technology into the curriculum to teach the South Carolina state standards. 3. Teachers will maintain electronic portfolios that will document proficiency using a technology skills rubric.

Indicators 1.1By September 2003, one technology leader will be operating in each school. (These statements must be measurable using terms such as a 1.2By September 2003, 30% of teachers will demonstrate use of technology percentage of teachers or the number integration lessons evidenced through materials in student and teacher of computers, etc.) portfolios. (More than one indicator and benchmark can be given for each strategy)

Target Benchmarks 1.1.1The percentage of technology proficient teachers in the district will increase from 30% in 2002 to 40% in 2003. (These define the progress you want to make at specified points in time 1.1.2The percentage of technology proficient teachers will increase from 40% with respect to each indicator.) in 2003 to 50% in 2004. (You can move through the grant month-by-month, semester-by-semester, year-by-year, etc.)

Proposed Process for Annual submission of teacher technology proficiency assurance forms to the Ongoing Evaluation State Department of Education (Each district must have reliable data. Random monthly documented classroom walkthroughs and evaluations Districts should be ready to share the data with the technical assistance Random monthly examinations for Teacher Technology portfolios to include teams.) lesson plans, professional activities, student work, etc. Record of attendance and completion levels of teacher professional development courses Teacher self-assessment instruments to be completed biannually

Data Sources to be Used Annual teacher technology proficiency assurance forms for Ongoing Evaluation and End-ofProgram Reports Classroom observation walkthrough documentation (Examples include test scores, Notes transcribed regarding the quality and content of teacher technology graduation rates, portfolios, portfolios observations, surveys, and Biannual teacher self-assessments interviews.) IGt..U1 itiiv ;duo.: iectJlei

Desired Outcomes By the year 2009, all teachers will be technologically proficient in integrating tOrhnnlogy ac a tnnl to increase cturipnt arhimuarmant to tparh to thp (Should be linked to student Carolina state standards. achievement, teacher proficiency, equity of access, and accountability)

!nvfn 13; IT 6s TAGLIT: A Tool for Measuringa Project's Results

by Katherine Tankson, Director of the is that all participantsmostly princi- Mississippi TASL Grant, and Betty palsin the grant must complete the Lou Pigg, Information Technology TAGLIT assessment for school leaders. Planner with the Mississippi In turn, the school leaders are to have Department of Education their teachers complete the teacher tool, and they have the option to have their Note: The Taking a Good Look at Instruction- students complete the student tool. al Technology (TAGLIT) assessment tool is an element of each state's Bill and Melinda The Mississippi Department of Education Gates Technology Leadership grant. For fur- was one of the earliest users of TAGLIT ther information on the use of TAGLIT, contact the administrator for your state's Gates as a component of the Gates Foundation Technology Leadership grant. challenge grant. The grant established the Technology Academy for School How can educators make informed Leaders (TASL). Participants in the week- decisions that result in successful uses long academy and follow-up sessions of technology for teaching and learn- have discovered that TAGLIT data help ing? How can they know if their deci- them accomplish the TASL goals: sions are having an impact? To many administrators and school technology To facilitate the integration of tech- leaders, these questions present major nology in the total district/school challenges. However, a growing number environment. of educators have discovered a solution. To enhance the principals' and They are using TAGLIT (Taking a Good superintendents' technology leader- Look at Instructional Technology) to ship skills in support of teaching, determine the perception of technology learning, and data-driven decision use and impact at their schools and to making. measure changes resulting from technology projects and initiatives. Missis- To facilitate the creation of learning sippi administrators are among those environments that empower staff to using TAGLIT to evaluate technology infuse technology into teaching and initiatives. learning. To assist school leaders in the defi- TAGLIT is an online suite of self- nition of local issues and the devel- assessment tools for school leaders, opment of solutions and strategies teachers, and students that provides to address them. measurements of progress over time (www.taglit.org). Dr. Sheila Cory and Jen- In the Mississippi TASL project, the nifer Peterson developed the tools for suite of assessments is explained to participants in the Principals as Tech- participants during the academy and nology Leaders Program offered by the during the Day 1 Follow-up Activ- North Carolina Principals Executive ity conducted three months after the Program. The Web version was initially academy. Participants are trained to supported by the BellSouth Foundation interpret the Data Summary report and and is currently Web-enabled by SAS generate their Final Report. Each par- with support from the Bill and Melinda ticipating principal in TASL is respon- Gates Foundation. As a result of this sible for monitoring the administration support, many educators are aware of of TAGLIT to 100% of the instructional and have used the TAGLIT tools. Why? staff and 50% or higher of the student Every state has a Gates Foundation population in grades 3-12 and for com- state challenge grant for technology pleting the leader's assessment for his/ leaders, and a requirement of the grant her assigned school.

..1c...is 1.1iN 68 BEST COPY AVAILARTS: TAGLIT generates valuable data for and 1Strongly Disagree, 78% of the administrators about ways technology participants rated this question a 5 and is being used in their schools. Adminis- 22% a 4. Comments made by some of trators did not previously have a means the participants included: to collect and analyze this type of data, especially in the quantity that TAGLIT "The TAGLIT results identified tech- provides. School leaders answer 69 nology training as our number one questions on technology planning, professional development need." hardware, software, instructional and "Significant training is needed in technical support, budgets, policies, getting our teachers ready to effec- and community involvement. Teachers tively integrate technology into answer questions (61 for elementary classroom instruction." teachers and 71 for middle and high school teachers) on skills, frequency of "More time must be spent in train- use, how technology affects classroom ing our teachers so that they can activities, technology planning, hard- be successful in preparing our stu- ware, software, and instructional and dents for this technological age." technical support. Students complete Many of the participating principals questions on skills, frequency of use, have used the TAGLIT assessment and how technology affects classroom results to document the considerable activities-15 questions for elemen- need for training in the area of technol- tary school students and 53 for middle ogy use and integration. As a result of and high school students. With this their analysis of the data, they have quantity and range of data, school scheduled the Phase Technology Train- administrators who administer the ings offered through the Mississippi assessments periodically have a means Office of Educational Technology and of measuring progress of technology the Marco Polo Training (online class- use and impact at their schools. room technology integration). Addi- tionally, principals are also sending For our administrators, TAGLIT has teachers to technology training ses- played an integral part in helping them sions to become school-site technology better understand the following: trainers and placing more emphasis on technology-based professional develop- The role of technology in enhancing ment. Many are encouraging teachers teaching and learning. to either take courses online or par- The present status of teachers' and ticipate in interactive video (distance students' technology skills and use. learning) course offerings to receive School technology planning, bud- advanced degrees, licensure renewal, geting, and professional develop- and/or technology professional growth. ment needs. Increased emphasis on technology pro- The availability of emerging tech- fessional development is not the only nologies in the schools. result of having the TAGLIT data available. At the state level, we have used it The results of the TAGLIT assessments as part of our project evaluation and to have been an eye opener for many of help improve the activities of the TASL the TASL participants. One of the state- project. Certainly the data will be useful ments on the Day 2 Follow-up Activ- for future grant proposal writing and for ity (conducted nine months after an state program policy development. academy) was "The TAGLIT information provided my district/schools was valu- Whether at the school level or with able information that has impacted our the state project, TAGLIT, as a tool professional development program and for measuring a project's results, is technology integration." On a scale of making a difference in the Mississippi 1 to 5, with 5Strongly Agree, 4Agree, school districts. SOCK

[levis.tVire 69 Steps in EvaluatingaSchoolor District Technology Program by Jeff Sun, Sun Associates develop the district's key evaluation questions and to create indicators for Sun Associatesan educational con- those questions. While the developed sulting firm and frequent SEIRTEC indicators are always tied directly to the collaboratorhas worked with a num- district's own strategic vision and goals ber of school districts to develop and for technology, we also key the indica- facilitate formative evaluations of tors to standards and frameworks such technology's impact on teaching and as the National Educational Technol- learning. Over the past several years, ogy Standards (NETS) for students and we have worked with districts in Ken- Milken's Seven Dimensions, as well as tucky, New York, Massachusetts, and local and state curriculum frameworks. Michigan to create research-based formative evaluations that are used to In most cases, the evaluation commit- measure a district's progress toward tee breaks into subcommittees to devel- meeting its own strategic goals for tech- op indicators for individual questions. nology implementation and integration. Once these indicators have been devel- In most cases, our client districts have oped and approved by the district com- taken the developed evaluation proce- mittee, we organize all of this work into dures and have applied them annually a set of indicator rubrics. These rubrics to support a formative approach to (seewww.sun-associates.comieval/sample.html assessing their technology efforts. for examples) form the basis for the district's evaluation work. The process most often employed with districts consists of three interrelated Stage 2Data collection and analysis stages: evaluation framing, data collection, and reporting. Data collection is designed in response to the district's evaluation rubrics. Data Stage 1Evaluation framing, are gathered that will enable the district committee orientation, and rubric to answer the evaluation questions and score its performance on its evalua- development tion rubrics. Typically, a data-collection Just as with technology planning, tech- effort will include: nology evaluation is a committee-driven Surveys of teachers, administrators, process. Therefore, the first step in this students, and/or community mem- process is for the district to appoint bers. Unique surveys are created an evaluation committee composed of for each target population and are district stakeholders such as teachers, based on the data-collection needs administrators, parents, board mem- described in the district's rubrics. bers, and students. The exact composi- tion varies and reflects the values and Focus group interviews of teachers, priorities of the district that is conduct- administrators, students, technol- ing the evaluation. Once the committee ogy staff, and other groups of key is selected, we facilitate a full day of participants in the district's educa- training for the committee. During this tional and technology efforts. training, the entire evaluation process Classroom observations. External is overviewed, milestones are set, and evaluators will typically spend time initial responsibilities are assigned. in schools and classrooms through- After its initial day of training, the com- out the district. The evaluators not mittee meets for another two days to (continued on page 20)

7 0 Creating Determine a districtwide scope of Appoint technology evaluation committee evaluation effort a 74= CO

as Orient and .4= train in-district a evaluation 43 committee E oE ci-E c.10 CS, Formulate 4) evaluation .= questions 4443 44--0I- O-7 18-Z OCIa a uJ Review LLI questions

C., Develop indicator rubrics

Initiate

1\....1:I.:i :Wi review cycle tat report

BEST COPY AVAILABLE (continued from page 18) These scoresalong with a detailed explanation of how scores were given only observe teachers and students form the basis of the report. In addi- using technology but also find that tion, reports typically contain detailed we can learn much about how tech- findings and recommendations. The nology is being used to impact teach- recommendations relate to how the ing and learning just by observing district can adapt or change current classroom setups, teaching styles, practices to achieve higher levels of and student behaviors. performance in succeeding years. The It is important that the data-collection recommendations are always based on effort not rely on a single data source a research-intensive knowledge of best (e.g., surveys). The district needs to practices as related to teaching, learn- design a data-collection strategy that ing, and technology. Recommendations has the optimum chance of capturing are relative to findings. In other words, the big picture of the use and impact of recommendations are in sync with a technology within the district. This will district's desired outcomes as docu- require the simultaneous use of mul- mented in its indicator rubrics. tiple data-collection strategies. In most cases, evaluation projects end with a formal presentation to the dis- Stage 3Findings, recommendations, trict committee and other audiences and reporting as identified by the overseeing administrator. The districts then distribute Reporting is important to a formative the document and begin implementa- evaluation in that it establishes a com- tion. This is the point at which the next mon base for reflection. An evaluation review cycle begins. that is not shared with the community it evaluates never results in reflection. These steps for evaluating a technology Reflection is necessary for positive plan are appropriate for most schools and and informed change. The first step in districts. As the chart indicates, this is reporting is to take the data gathered in a cyclic process for continuous improve- the previous stage to score the district's ment and for greater impact on students performance against its own rubrics. and the educational program.

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2 Thinking Beyond Surveys by Anna Li, Ph.D., SEIRTEC Evaluator For several reasons, surveys are the most commonly used tool for evaluating technology programs. First, they can measure a variety of elements of the program and participant characteristics, such as the number of computers in a school, teachers' and students' attitudes, opinions, behaviors, and other descriptive information. Another positive feature of surveys is that, compared with other evaluation methods, they are relatively inexpensive and can be quickly administered to a large number of people. A third aspect is that survey findings usually lend themselves to quantitative analyses, and the results can be expressed in easily understood percentages and means, TABLE 1: DATA-COLLECTION METHODS which in turn can be Data-collection Advantages presented in methods easily under- Questionnaires Good for finding answers Low response rate; no control stood charts to short, simple questions; over misunderstanding or or graphs. (self-administered) relatively inexpensive; can misinterpretation of the questions, reach a large population in a missing data, or inaccurate However, since short time. responses; not suited for people who have difficulty reading and the primary writing; not appropriate for complex way to collect or exploratory issues. information Interviews Yield rich data, details, and Can be expensive and time through sur- new insights; interviewers consuming; limited sample size; veys is to ask can explain questions that may present logistics problems people written the interviewee does not (time, location, privacy, access, understand; interviewers can safety); need well-trained questions, the probe for explanations and interviewer; can be difficult or time evaluator has details. consuming to analyze qualitative no control over data. misunderstanding and misin- Focus groups Useful for gathering ideas, Some individuals may dominate the terpretation of different viewpoints, new discussions while others may not insights from a group of people like to speak in a group setting; hard the questions, at the same time; facilitator can to coordinate multiple schedules; missing data, probe for more explanations takes longer to have questions or inaccurate or details; responses from one answered. person provide stimulus for responses. If other people. the entire technology-program Tests Provide "hard data" that are Difficult to find appropriate easily accepted; relatively easy instruments for treatment evaluation to administer. population; developing and design depends validating new tests may be on surveys or expensive and time consuming; self-reporting tests can be biased and unfair. data, the find- 11 Observations Best for obtaining data about Time consuming; some items are ings could be behaviors of individuals or not observable; participant behavior groups; low burden for people may be affected by presence biased or not providing data. of observer; needs well-trained reflect a com- observer. plete picture of a technology Archival documents Low burden for people May be incomplete or require providing information; relatively additional information; may need program's inexpensive. special permission it) use. quality and ',student records, school plans, effectiveness. past program evaluations, etc.) Therefore, it is Artifacts or products Good evidence of impact; low May be incomplete or require important to burden for people providing additional interpretation. think beyond data; relatively inexpensive. surveys and to

,C,:l.S -11fC) 73 0 RIRST(YPVAVM A RUE! look at other evaluation designs and data-collection techniques. There are seven commonly used data-collection methods in educational technology program evaluation. Table 1 (previous page) summarizes the methods and describes their advantages and disadvantages. Depending on the needs of the programs, a sound evaluation design incorporates three or more of the above methods. Which methods to use should be determined by the evaluation questions, and complex questions often call for multiple sub-questions, each of which would have an appropriate data-collection method. For example, a frequently asked question of technology programs is: "How are teachers and students actually using technology?" This is a complex question that might be divided into several sub-questions about the extent, nature, and frequency of teacher and student technology use. Table 2 below, which is drawn from the National Science Foundation's User Friendly Handbook for Project Evalua- tion(www.ehr.nsf.gov /RED /EVAL /handbook.htm),shows a simplified version of an evaluation design matrix.

TABLE 2: DESIGN MATRIX

1 a. Did teachers use Questionnaires Teachers Pre/post project technology in their teaching? Observations Supervisors Twice per semester N/A

1 b. Did students use Questionnaires Students Pre/post project technology to learn science, Interviews Teachers Twice per semester math, or other Observations subject areas?

lc. How often did Questionnaires Teachers Pre/post project teachers use technology? Students Supervisors

The National Science Foundation handbook (p.19) suggests you pose the following questions when you want to determine the most appropriate approaches to data collection: 1. Do you want to explore the experiences of a small number of participants in-depth (case studies) or get general experience for a larger population (survey)? 2.If you select a survey approach, do you want to survey all the participants, or can you select a sample? 3. Do you want to evaluate what happens to project participants or to compare the experiences of participants with those of the non-participants (quasi-experimental design)? How these questions are answered will affect the design of the evaluation as well as the conclusions that can be drawn.

74 Resources for Evaluation: An Annotated Bibliography by Dan Shoemaker, Senior Educational Technology Specialist, SEIRTEC, and Jennifer Burke, Media Specialist, Centennial Place Elementary School. Atlanta As educators seek research to guide the development of their evaluation plans or tools to use in evaluating their technology initiatives, they often turn to the Internet. Conducting an Internet search can result in an overwhelming list of possible sources of information. Weeding out the useful from the barely applicable is a true headache-producing task. SEIRTEC staff have tackled the task for you. In the charts below, you will find an annotated bibliography of research studies and reports focused on the evaluation of technology programs. Among the items listed, you should find several that will be just what you are looking for to use in your technology initiative evaluation plan.

Books 1. Aspen Education Development Group. (2001). Administrator's guide to technology: Planning, funding & implementation. Frederick, MD: Aspen Publishers. This document provides guidelines related to instructional technology and planning for administrators. Topics covered include developing a technology plan, facility assessment, e-rate planning, formation of a technology committee, budget planning, and hardware/software replacement plan and costs. Chapter 7 covers assessment and accountability, including evaluating a technology program, technology assessment surveys, and technology standards for continuous student assessment. Appendices include a glossary and a list of resources for acceptable-use policies, assessment and accountability, assistive technology, website accessibility, curriculum integration, distance education, funding, hardware suppliers, international collaboration on the Web, legal issues, professional development, school website design, technology planning and implementation, telementoring, virtual schools, and Web safety. 2.Fink, A., & Kosecoff, J. (1998). How to conduct surveys (2nd ed.). Thousand Oaks, CA: Sage Publications. Popular for helping readers organize a rigorous survey and evaluate the credibility of other surveys by giving them practical, step-by-step advice, the second edition also covers computer-assisted and interactive surveys and how they contrast with telephone and face-to-face surveys. 3.Hedrick, T. E., Bickman, L. R., & Rog, D. J. (1993). Applied research design: A practical guide. Thousand Oaks, CA: Sage Publications. Aimed at helping researchers and students make the transition from the classroom and the laboratory to the "real" world, the authors reveal pit- falls to avoid and strategies to undertake in order to overcome obstacles in the design and planning of applied research. The book focuses on re- fining research questions when actual events force deviations from the original analysis.

iltr:ise!.157) 75 4. Maruyama, G., & Deno, S. (1992). Research in educational settings. Thousand Oaks, CA: Sage Publications. This book focuses on the following issues: access and credibility in the school; traditional issues in designing research; questions that emerge as the design is imposed on the school culture and setting, particularly in regard to school staff and student assessment; the length of interventions and whether or not to schedule follow-up studies; and how to interpret and communicate findings to schools and policymakers. 5. Quinones. S.. & Kirshstein, R. (1998). An educator's guide to evaluating the use of technology in schools and classrooms. Washington, DC: United States Department of Education. www.ecl.gov/pubs/EdTechGuide. This guide was developed for the U.S. Department of Education by the American Institutes for Research in conjunction with its formative evaluation of the Technology Literacy Challenge Fund. The guide represents a joint effort among the Office of Educational Research and Improvement, the Office of Educational Technology, and the Office of Elementary and Second- ary Education. The guide should be viewed as a tool for individuals who have little or no formal training in research or evaluation. This publication is available online in PDF format. 6.Stevens, F., Lawrenz, F., & Sharp, L. User friendly handbook for project evaluation: Science, mathematics, engineering and technology education. Retrieved August 15, 2002, from www.ehr.nsEgov/RED/EVAL/handbook/handbook.htm. This handbook was developed to provide Principal Investigators and Project Evaluators working with the National Science Foundation's Directorate for Education and Human Resource Development with a basic understanding of selected approaches to evaluation. It is aimed at people who need to learn more about what evaluation can do and how to do an evaluation rather than those who already have a solid base of experience in the field. This publication is available online in PDF format. Journal articles

1.Moreland, J., & Jones, A. (2000). Emerging assessment practices in an emergent curriculum: Implications for technology. International Journal of Technology and Design Education, 10(3), 283-305. www.techednz.org.nz/ nresearch.shtml. Reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools. Topics include classroom assessment, formative and summative assessment, teacher knowledge, subculture influences when implementing technological activities, knowledge about technology, knowledge in technology, student self-assessment, and expectations of transfer. 2. Sanders, M. (2000). Web-based portfolios for technology education: A personal case study. Journal of Technology Studies, 26(1), 11-18. http://scholar.lib.vt.edu/ejournals/JTS/Winter-Spring-2000/pdf/sanders.pdf. Students can use Web-based portfolios m technology classes to display class and project work. Developing effective websites gives them an understanding of a range of information-age tools, motivates them to do high-quality work, requires self assessment and reflection, and teaches design skills 3. Wenglinsky, H. (1998). Does it compute? The relationship between education- at technology an.a student achievernern in nicuiterrtuiics.sit Fitt c, NJ. ETS. www.icoe.02.ca.us/pdfitechnoiog.pdf.

1,CUS 111N; JHEST COPY AVAILABLE This report presents findings from a national study of the relationship between different uses of educational technology and various educational outcomes. It uses the 1996 National Assessment of Educational Progress (NAEP) in mathematics. 4. Woodrow, J. E., Mayer-Smith, J., Jo lie, A., & Pedretti, E. G. (2000). Assess- ing technology-enhanced instruction: A case study in secondary science. Journal of Educational Computing Research, 23(1), 15-39. Describes an evaluation program designed to assess the effectiveness of technology-enhanced instruction within the context of the Technology Enhanced Secondary Science Instruction (TESSI) project, a field-based research program of technology integration into secondary science. It includes analyses of student enrollment and achievement, ethnographic assessment, scalability, and interviews with graduates.

Papers presented at conferences and meetings 1. 2000 Conference on Educational Technology, Measuring the Impacts and Shaping the Future. The conference focused on the effective use of technology in schools. The site (www.ed.gov/Technology/evaluation.html) includes papers and presentations from the Education Secretary's Conference on Educational Technology as well as evaluation tools. Site is updated to 2002. 2.Heinecke, Blasi, Milman, & Washington. (1999). New directions in the evaluation of the effectiveness of educational technology. Paper presented at the 1999 Education Secretary's Conference on Educational Technology. www.ed.gov/Technology/TechConf/1999/whitepapers/paper8.html. The paper addresses the importance of looking at new ways to evaluate the effectiveness of educational technology that incorporate a variety of ways to assess programs. 3.Mize, C. D., & Gibbons, A. (2000). More than inventory: Effective integration of instructional technology to support student learning in K-12 schools. Society for Information Technology & Teacher Education Internation- al Conference: Proceedings of SITE 2000, San Diego, California, February 8-12, 2000. This paper is a report of three case studies considering the instructional uses of technology in public school classrooms. A level of technological proficiency was determined for each school that participated in the research through the use of a series of surveys, teacher interviews, and observations. 4.Peterson, L. (1999, April). Transforming the daily life of the classroom; The District Six Laptop Project. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. The paper discusses The Community School District Six Laptop Project (New York, NY) that was created in order to increase access to technology for families in a low-income area with a large immigrant population. Find- ings from both groups are discussed in terms of collaboration, the writing process, research skills and critical evaluation of information, and pre- cArd-,A1-innc Ppcillte of the chirly cilartect that lapinpc enable phRnare in the management of the classroom and in the design of instructional activities and assignments.hitp://metisassoe.com/Publicationsiaera.htm.

BEST COPY AVAILABLE Tools for Evaluating Technology Projects and Programs by Dan Shoemaker, Senior Educational Technology Specialist, SEIRTEC, and Jennifer Burke, Media Specialist, Centennial Place Elementary School, Atlanta Finding an evaluation tool that has been tried and tested puts you one step ahead. The resources listed below have been used or developed by SEIRTEC or other RTECs and are worth considering when you are searching for a tool to use to evaluate your technology initiative. 1. CEO Forum STaR Chart to help districts use technology ef- (www.ceoforum.org/starchart.cfm) fectively for learning, teaching, and managing. The enGauge framework Developed by the CEO Forum on identifies Six Essential Conditions, Education & Technology, the STaR which are system-wide factors criti- Chart identifies and defines four cal to effective uses of technology school profiles ranging from the for student learning. "Early Tech" school with little or no technology to the "Target Tech" 3. INSIGHT, South Central school that provides a model for RTEC Instrument Library the integration and innovative use and Data Recovery of education technology. The STaR (http://insight.southcentraldec.org/welcome.html) Chart is not intended to be a mea- INSIGHT, the South Central RTEC sure of any particular school's tech- Instrument Library and Data Repos- nology and readiness, but rather to itory, is an evaluation resource that serve as a benchmark against which serves a broad range of educational every school can assess and track constituents. It consists of two dis- its own progress. tinct but interrelated components: 2. enGauge (www.ncrel.org/engauge) The INSIGHT Instrument Developed by NCREL with the Metiri Library provides a centralized Group, enGauge provides a com- library of Web-enabled educa- prehensive view of critical factors in tional evaluation surveys and an educational system that strongly instruments and is available for influence the effectiveness of educa- program and project evaluators tional technology. It is a Web-based in K-16 education. framework and tool set designed The INSIGHT Data Repository is a research tool containing the accumulated historical record of administrations of evaluation instruments housed in the In- strument Library. 4. Learning from Logic Models: An Example of a Family/School Part- nership Program (www.gse.harvard.edu/ hfrp/pubs/onlinepubs/logic.pdf) This br'ief offers a step -by -stoop approach for developing and using a logic model as a framework for a program's or organization's

7 3 -uRAPP COPY AVAILARTN, evaluation. Its purpose is to provide a tool to guide evaluation processes and to facilitate practitioner and evaluator partnerships. 5. North Central Regional Technology in Education Consortium (NCRTEC) (www.ncrtec.org/capacity/profile/profwww.htm) Developed by the NCRTEC, the Learning with Technology Profile Tool will allow comparison of current instructional practices with a set This newsletter was developed by the South East of indicators for engaged learning and high- Tnitt twes Regional TPchnnlogy in Eri 'cation_ Con- performance technology. For each category, sortium (SEIRTEC) and is based on work spon- there is a description of the indicators and ex- sored wholly or in part by the Office of Educational amples that fall along a continuum. Research and Improvement (DERV, under grant number R302A980001, CFDA 84.302A. Its contents 6. Planning into Practice do not necessarily reflect the views and policies (www.seirtec.org/plan/Ch%207.pdf) of OERI, the U.S. Department of Education, or any other agency of the United States Government. As a result of SEIRTEC's work in various schools, several valuable tools have been First Printing, 2002 identified that are particularly useful in helping districts and schools create strategic edu- News Wire Editorial Staff cational technology plans. Chapter 7 of this Elizabeth Byrom publication addresses evaluation and pro- Margaret Bingham vides several tools that may be useful for pro- Contributing Authors gram evaluation. This publication is available Elizabeth Byrom, SEIRTEC at SERVE online in PDF format. Zelia Frick, Guilford County Schools, North Carolina 7. Profiler (http://profi er.hprfec.org) Melinda Maddox, Alabama State Developed by the High Plains Regional Tech- Department of Education Tammy Mainwaring, South Carolina nology in Education Consortium (HPR*TEC), Department of Education the Profiler tool and ready-to-use surveys of- Katherine Tankson, Mississippi TASL Project fer a means to improve people's skills around Betty Lou Pigg, Mississippi Department a general topic, strengthen their understand- of Education ing of a topic, or increase their ability to Jeff Sun, Sun Associates Anna Li, SEIRTEC at SERVE share expertise. Surveys can be customized Dan Shoemaker, SEIRTEC at SERVE for a group and stored on and accessed from Jennifer Burke, Centennial Plrire Elementary the HPR*TEC server. School, Atlanta 8. SEIRTEC Progress Gauge External Reviewers (www.seirtec.org/eval/gauge.doc) Lori Mullen, Greenville (South Carolina) County Schools Developed by SEIRTEC, the Progress Gauge Linda Waskow, South Carolina is used to help school leaders reflect on activi- Department of Education ties to date in technology integration, think Katherine Tankson, Mississippi TASL Project about what needs to be done in order to im- SERVE Internal Reviewers pact teaching and learning through the use Art Hood of technology resources, and consider strate- Pam Finney gies for maximizing the impact of technology. Sammy Parker The SEIRTEC Progress Gauge is also avail- Steve Smith able in an online format in conjunction with Eric Howard HPR*TEC using the Profiler tool. SERVE Publications learn 9. TAGLIT(www.taglit.org /taglit /Iogin.asp) Christy Casbon Karen DeMeester Taking A Good Look at Instructional Technol- Tracy Hamilton ogy (TAGLIT) is a suite of assessment tools Donna Nalley designed to help principals and other school leaders gather, analyze, and report information about how technology is used for teaching and learning in their schools. JILIFEC

NEWS.VirC 13IEST COPY AVAILABLE SEIRTEC Welcomes Kevin Oliver Kevin Oliver is the new Project Director for SEIRTEC as of October 1st. He comes to Durham from Virginia Tech where he worked as an Instructional Design and Evalu- ation Specialist since 1999. Kevin also formerly worked as an Instructor for the Department of Curriculum and Instruction at Southern Illinois University, teaching grad- uate-level instructional technology courses to pre service and in-service teachers, and as an Educational Media Specialist for the UNC- Chapel Hill School of Nursing. Kevin received his Ph.D. in Instructional Technology from the University of Georgia where he participated in teacher training and the integration of science Web tools in a rural school system. He also holds a M.Ed. in Educational Media and Instructional Design from UNC- Chapel Hill and a B.S. in Communications from the University of Tennessee. Kevin has consulted with computer software companies in North Carolina and Georgia, and he interned with educational media agencies at the U.S. Air Force Academy and Xerox. Since 1992, he has given more than 30 presentations at regional, national, and international conferences; authored or co-authored 13 technology-related publications in journals; and authored or co-authored funded educational technology grants from the Mellon Foundation, Apple Computer, the U.S. Department of Educa- tion (Challenge Funds), FIPSE, and the National Science Foundation.

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