DOCUMENT RESUME

ED 359 930 IR 016 145

TITLE Programs of 1992 Winning Teams. PioneeringPartners.

INSTITUTION Council of Great Lakes Governors, Inc., Madison, WI.;GTE North Inc., Ft. Wayne, IN.

PUB DATE Mar 93NOTE 28p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Computer Assisted Instruction; Educational

Cooperation; *Educational Technology; ElementarySecondary Education; Extracurricular Activities;*Information Dissemination; *InterdisciplinaryApproach; Partnerships in Education; *Pilot Projects;Program Evaluation; Technological Advancement

IDENTIFIERS *United States (Great Lakes Region)

ABSTRACTPioneering Partners for Educational Technology was

created to enhance learning in kindergarten through grade 12 byaccelerating the use of educational technology. The programspotlights 24 project teams from Great Lakes states that are alreadyusing technology in creative ways in the following states: (1)

Illinois; (2) Indiana; (3) Michigan; (4) Minnesota; (5) New York; (6)

Ohio; (7) Pennsylvania; and (8) Wisconsin. Winning teams receiverecognition, training, and coalition building assistance and seetheir project ideas disseminated. As a result, students across thearea benefit. Narratives of the 24 programs that received PioneeringPartnership awards in 1992 are presented. They include in-school andextracurricular activities in basic skills and interdisciplinaryapproaches for elementary schools and secondary schools. (SLD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Programs of 1992Winning Teams

PIONEERING PARTNERSwp.

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Sponsored bythe Council of Great Lakes Governors

Pioneering Partners"" is a trademark of GTE North Incorporated.

'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Brian Crosley

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC1"

Jim Edgar, Governor of IllinoisJohn Engler, Governor of MichiganMario M. Cuomo, Governor of New YorkRobert P. Casey, Governor of Pennsylvania

GOVERNORSEvan Bayh, Governor of IndianaArne H. Carlson, Governor of MinnesotaGeorge V. Voinovich, Governor of OhioTommy G. Thompson, Governor of Wisconsin

Pioneering Partners Advisory CouncilCo-Chairs

Tommy G. Thompson, Governor, State of WisconsinEarl A. Goode, President, GTE North Incorporated

IllinoisLee Betterman

President, Illinois Education Association

Dr. Mary Ann LouderbackExecutive Assistant to the Governor

IndianaTony Spelde

Telecommunications Chairman, Beech Grove High School

Mark WhitmatConsultant, Instructional Technology Services

MichiganDana Sitzler

MERIT Network Consulting

Mike SlootmakerEducator, Fremont Public School

MinnesotaEmily Lahti

Director of Programming, KAWE-TV/KAWB-TV

Al NunessDirector of Staffing and Cultural Dive,.:ity, Jostens Inc.

Now YorkMarc Eichen

Director of Academic Computer Services, Hunter College

Colson TurnerVice President & Treasurer, NYNEX Corp.

OhioBetty Cope

Executive Director, WVIZ

Ron MarecPresident, Ohio Federation of Teachers

PennsylvaniaWilliam Paul Guappone

Administrator, Mapletown JrJSr. High School

Sara ParkerDeputy Secretary of Education, PA Commission for Libraries

WisconsinScott Fromader

Operations Director, Governor's Office

Sue Ann ThompsonEducator, Elroy

COUNCIL OF GREAT LAKES GOVERNORSExecutive Director

Tim McNulty

1

Program Overview

Pioneering Partners for Educational Technology was created to enhance learningin K-12 classrooms by accelerating the use of educational technology.

The program spotlights 24 Project Teams from Great Lakes States that arealready using technology in creative ways in their classrooms. These statesinclude: Illinois, Indiana, Michigan, Minnesota, New York, Ohio, Pennsylvania,and Wisconsin.

Winning teams receive:RecognitionTrainingCoalition BuildingDissemination

As a result, students across the Great Lakes region will benefit as theseeducators disseminate their programs, and as other teachers replicate thoseprograms in their own classrooms.

Pioneering Partners for Educational Technology was implemented in 1992 by theCouncil of Great Lakes Governors and is supported by GTE North Incorporated.

About This Booklet

The descriptions on the following pages are narratives of the 24 programs thatreceived Pioneering Partners awards in 1992.

We have also provided the names of the team members and a telephone numberso you can contact each team for further information.

For further details on the Pioneering Partners program or if you are interested in

applying for a Pioneering Partners grant, contact:

Pioneering PartnersMail Code INAAAJZ19845 US 31 NorthWestfield, IN 46074

CONTENTS PAGEProgram Overview 1

Illinois Teams 2-4Indiana Teams 5-7Michigan Teams 8-10Minnesota Teams 11-13New York Teams 14-16Ohio Teams 17-19Pennsylvania Teams 20-22Wisconsin Teams 23-25

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IllinoisEVANSTON

BLOOMINGTON

HARRISBURG

CHILDREN'S TECHONOLOGY CENTER

Team Members...Clara Pate, Principal - work phone: (708) 492-7981; Marilyn Upchurch, Teacher;Frada Boxer, Computer Lab Manager; Rose Johnson, Member-Board of Education.

DIstrict(s)...Evanston-Skokie School District 65

Superintendent...Joseph Pollack

Schools InvolvedOakton Elementary School

Location...Evanston, Illinois

Twice a month, more than 100 students fromacross Evanston catch the high tech spirit at OaktonElementary School. Through a series of Saturdaymorning enrichment programs, students in grades K-3get a taste of the types of experimental learningactivities that are an integral part of the dailycurriculum at Oakton.

As a designated school in the Math/ScienceCorridor program, Oakton Elementary is equipped witha computerized math lab geared toward individualizedinstruction and a hands-on science laboratory thatencourages exploration and investigation. Whenplanning the Saturday workshops, teachers andresource staff take advantage of these specialresources available at Oakton Elementary.

At one session called "Patterns, PatternsEverywhere," students learned about geometricshapes and patterns in nature, architecture and theeveryday world. During "Kitchen Chemistry" studentslearned how to measure and create mysterious liquids.Students constructed kaleidoscopes, pin hole cameras

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and periscopes at the "Light Fantastic" program.Throughout the year students could work with

"Hello," a computer pen pal system from NationalGeographic Society. Using this program, studentscould communicate via a telecommunications systemwith other children around the world.

Oakton's Children's Technology Center hasbecome a focal point of community activity. Asvolunteers assisting teachers, parents make formalpresentations during workshops. Teachers from otherdistrict schools intrigued by the concept of the Centerhave participated in various programs. Perhaps, themost important indication of success is studentparticipation. Even though these activities are part oftheir regular school activities, many Oakton studentsflock to the Saturday morning programs.

Parents and teachers often are asked to attendmeetings after school in the evening. At BloomingtonHigh School, some evening open houses mean morethan boring talk and shuffled papers; teachers, parents

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MINIATURE GOLF GOES HIGH TECH

Team Members...Nancy Powell, Lead Teacher - work phone: (309) 828-5201; Steve Graham, Director-

Vocational Center; Mark Anderson, Drafting/CADD Instructor, Stanley Winterroth, Teacher.

District(s)...Bloomington School District 87

Superintendent...Dr. Leonard Roberts

Schools Involved...Bloomington High School

Location...Bloomington, Illinois

and siblings tee off for cut-throat games of miniaturegolf.

Transformational geometry students and industrialtech students, using skills developed in their separatecoursework, teamed up to build life-size miniature golfholes. The math students acted as engineers,designing the holes based on geometric principles.The industrial tech students, in cooperative teams withthe geometry students, actually manufactured the golfholes, cutting the wood and constructing bridges,ramps, obstacles, and sand and water hazards.

The teams tapped resources throughout theschool to enhance their projects. Teams learned howto use CAD (Computer Aided Design) software fromthe drafting class to improve their designs. One grouphad a quick lesson in sheet metal bending andsoldering to build a water hazard. The vocationalprinting class helped another group present a slickposter. Many students consulted the art teacher ontools and materials.

Students also created community interest in theproject. Although each team had a constructionbudget, donations didn't count against theirallocations. Consequently, students developedingenious sales pitches for their projects and learnedhow to approach area businesses for support.

At the completion of the project, students wererequired to donate their golf holes to another school.The students made all the arrangements, contactingprincipals at elementary and junior high schools toexplain the project and inquire if the school could usethe hole. In addition to donating the project, thestudents often were invited into the classrooms. toteach both teachers and students how to use theholes. Not only were the students demonstrating thegeometry they had learned, they had to work on theirpresentation skills.

Students learned more than geometry from thegolf project. The industrial tech students realized thatgeometry wasn't limited to an academic environment;they actually used geometry on a daily basis in theiractivities. The geometry students learned that thetheory they were learning could be applied to realsituations.

By working on teams with teenagers they normallywouldn't meet in class, college-bound and vo-techstudents gained new respect for the talents and skillsof others. Enthusiasm for team projects is spreadingthroughout the school. With students, teachers andparents jostling for a chance to sink a hole-in-one,open houses at Bloomington High have become ashowcase for technology and talent as well as an 8-foot putt.

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COMPUTER AND VIDEO TO ENHANCE STUDENT LEARNING

Team Members...Cindy Black, Media Specialist - work phone: (618) 252-8673; Paula Segraves,Teacher; Jack Simmons, Regional/lnservice Director; Jane Simmons, Teacher.

District(s)...Harrisburg Community School District 3

Superintendent...Donald Albracht

Schools Involved...East Side Elementary School

Location...Harrisburg, Illinois

Ask the children what they dislike most aboutschool and many will reply, "Getting up early." Butfourth graders at East Side Elementary bound out ofbed and report to school earlier than their sleepyheadschoolmates. Like their counterparts at televisionnetwork morning news programs, these buddingresearchers, reporters and producers start early to geta jump on the news for their viewers.

The daily student newscast is a blend of nationaland international news, sports, weather, entertainmentand consumer pieces. Most of the raw material for thenews reports is gathered via modem from a local cablecompany. Student weather reporters use a computerprogram supplied by station WPSD in Paducah,Kentucky. Other East Side students submit art workand letters to the editor to be included in the newscast.

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After they've researched the day's stories, thestudents compose their scripts on the computer. Whilereporters conquer stage fright and learn the fine pointsof performing before the camera, producers operatethe video equipment, recording the "live" newscast forbroadcast later.

The student production airs daily throughout theschool. In addition, twice a week parents and friendscan watch the newscast on a local cable channeldedicated to school information and programmingproduced by schools throughout the district. The fun ofproducii; the show and the fame of televisioncelebrity make the extra work worthwhile to thesefourth graders.

IndianaLAGRANGE

ROANOKE

IMPROVING COMMUNICATION SKILLS WITH VIDEO CAMERAS

INDIANAPOLIS

Team Members...Marianna Muntz, Library Media Specialist - work phone:(219) 463-7447; Thomas Smith, Principal; Barbara Frymier, Teacher; Susan Schlemmer, Supervisor-Soil& Water, LaGrange County.

DIstrict(s)...Lakeland School Corp.

Superintendent...William Walz

Schools Involved...Lakeland Junior High School

Location...LaGrange, Indiana

Television has been blamed for most of oureducational system's woes from decliningstandardized test scores to a decrease in literacy. Yet,teachers at Lakeland Junior High School turned thatcriticism around and used video technology to improvetheir students' communications skills.

After learning the basic skills needed to operate avideo camera, students were encouraged to producetapes focusing on the abundant natural resources intheir community. With cameras in hand, they surveyedcounty parks, explored wetland areas and intervieweda park naturalist. One student production, "LaGrangeCounty Parks," received awards at both the districtand state level media fairs sponsored by theAssociation of Indiana Media Educators.

In subtle ways, students discovered that evenvideo productions require a variety of communicationsskills. Project planning often began by researching the

topic. Scripts had to be written and well organized.Productions included titles created on a computer. Thetapes were edited for both visual and literary content.

By working in groups, the students starteddeveloping the team skills needed in today's businessenvironment. The hands-on nature of the projectsallowed students to set their own objectives. Throughactive participation, each student learned the rolesneeded to interact effectively with the group. Andstudents assumed their individual roles withoutadvanced priming from the teacher.

These student producers became active ratherthan passive members of the television generation.The students soon realized they needed skills learnedin English, science, computer science, art and socialstudies classes to effectively communicate with theirpeers.

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BUDDY PROJECT

Team Members...Steven Cobb, Principal work phone: (219) 434-2470; Cynthia Brown, Teacher; DavidJohns, School Board President; Steve Riethmiller, Computer Coordinator.

District(s)...M.S.D. Southwest Allen

Superintendent...Dave Hales

Schools Involved...Lafayette Central Elementary School

Location...Roanoke, Indiana

With the American educational system undercritical assault, educators look to increased parentalinvolvement in school activities and increasedemphasis on academics in the home as key factors inimproving student performance. Lafayette Central'sparticipation in the Buddy Project has generatedtremendous parental support, increased contactbetween parents and teachers and encouraged afamily orientation toward school projects.

The Buddy Project places computers in students'homes as well as in the classroom. Throughtelecommunications links, students can contact otherBuddy students across the state as well as "talks' withtheir teachers. The home computers allow studentsand their families to explore on-line resourcesincluding encyclopedias, news, weather, sports andfinance services.

Parents actively support the project through theBuddy Parent Club. The club's newsletters, electronicmessages and training workshops encourage parents

to learn more about technology and to work closelywith their children on a variety of activities. Teammembers often share insights into new technology atspecial sessions designed for families is well as withstudents in the classroom setting. The club publicizesfamily activities available through the statewide Buddynetwork and promotes contact with school personnelthrough on-line school chat sessions.

Not only have parents learned more aboutcomputers, they have become vocal advocates for theuse of technology in the classroom. Parents stronglysupported new projects broadening communityinvolvement including telecommunications linksbetween students and residents of a local nursinghome. Some parents have encouraged theiremployers to communicate via computer with thestudents. And parents are reaching beyond the schoolenvironment by participating in meetings with school,community and business leaders exploring newtechnology partnerships.

LAB APPROACH TO TEACHING PHONICS AND WRITING SKILLS

Team Members...Lynn Noel, Teacher - work phone: (317) 226-4253; David Spencer, Assistant Principal;Sharon Keim, Teacher; Dr. Matthew Maurer, Professor of Instructional Technology.

DIstrict(s)...Indianapolis Public Schools

Superintendent...Shirl Gilbert II

Schools involved...William McKinley School #39

Location...Indianapolis, Indiana

During the primary grades, students must acquirebasic skills that form the foundation of all futurelearning. Realizing their first grade students' failurerate was much too high, teacher;. at William McKinleyElementary School developed a pilot program usingtechnology to help students improve their basicreading skills.

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Once the faculty determined students neededmore intensive phonetic training, a lab was set up toreinforce phonics skills learned in the classroom aswell as introduce new concepts that could beexpanded in the classroom. Using existing software,the program was c" atomized to coordinate with theschool system's first grade curriculum.

The lab is organized into five learning areassound. writing, activity, skill and listening stations.Since students learn in a variety of styles, the lab hasa multi-sensory approach using a variety of visual,auditory and tactile activities. Three of the stations arecomputer-oriented, one is a listening activity, and theother requires studs nts tc manipulate objects orcomplete worksheets.

Each day students go to the lab with theirclassroom teacher for 30 minutes and participate inone learning area. At the end of each week, the labteacher provides the classroom teacher a report ofeach student's progress at each station. Theclassroom teacher can then follow through withadditional work on classroom computers or with paperand pencil activities.

Students enjoy their time in the lab and teacherssee their students' skills improve. Penmanship, basal

reading and creative writing have all improved with thelab program. Not only has the lab approach helped tosignificantly improve student skills, it has provided aconsistent and unbiased approach, exposing allstudents to the same system of learning.

Because of the success of the first grade program,the lab approach has beer. extended to other primarygrade levels. The same format of learning stations isused with varying emphasis on creative writing andphonetic language skills.

Throughout the formation of the pilot program,William McKinley teachers consulted with faculty atButler University about the impact of technology onboth students and teachers. Now the elementaryschool staff is returning the favor by becoming aresource for the university. The elementary teacherteam will help train university students using the labprograms in place.

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Michigan

COMPUTERS ARE TOOLS

NORTHVILLE

Team Members...Sharon Stockero, Superintendent work phone: (906) 265-6101; Sharon Holmes,

Teacher; Sandi Barry-Scalcucci, Teacher.

DIstrict(s)...West Iron County Public Schools

Superintendent...Sharon Stockero

Schools Involved...Stambaugh Elementary/Middle School

Location...Stambaugh, Michigan

While pundits and politicians stress the need fortechnology in the classroom, they often overlook animportant step in achieving that goal: the classroomteacher. Teachers will not promote the use ofcomputers and other forms of technology in theclassroom unless they feel comfortable and competentin both the use of the technology and the selection ofappropriate applications.

Just as students thrive in a mentoring situation, sodo teachers. A trained resource teacher on staff atStambaugh Elementary/Middle School provides amentor/model for other teachers as they becomefamiliar with the computer's potential in the classroom.

The mentor model teacher provides three groupin-service training sessions. While actually working oncomputers, teachers-in-training consider computer usein the classroom setting and in a learning center or labenvironment. The hands-on setting allows teachers toevaluate software as they use it, design classroommanagement systems for individual applications, anddecide if a particular program meets instructionalobjectives.

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While many school districts use this type of hands-on training program, the Stambaugh program adds aunique feature -- individual one-on-one trainingsessions in the teacher's own classr000m. The mentormodel teacher actually demonstrates the technologyand the application of the software programs in theclassroom. The modeling session is conducted aftereach group training session. This additional step iscritical to maintaining the teacher-in-training'senthusiasm.

The mentor model teacher is shadowedthroughout the training by a member of the schoolstaff,. thus the project leaves in place an in-housemodel teacher. His/her proximity to teachers-in-trainingprovides very real human support. Too often ruralteachers feel isolated without a continuing system ofsupport. On a daily basis, the Computers are Toolsprogram helps teachers to maintain their enthusiasmand transmit their newly-learned skills to theirstudents.

Ii

K-12 TECHNOLOGY OUTCOMES

Team Members...Barbara Fife, Teacher - work phone: (313) 344-8111; William Hamilton, Director ofInstructional Set vices; Stephen Sutherland, Teacher; Gary Gandolfi, Teacher.

District(s)...Northville Public Schools

Superintendent...Leonard Rezmierski

Schools Involved...Amerman Elementary School, Moraine Elementary School, Silver SpringsElementary, Winchester Elementary, Cooke Middle School, Meads Mill Middle School, Northville HighSchool.

Location...Northvilie, Michigan

The Northville Public Schools have taken the hightech plunge. The entire school district is linked througha fiber-optic network that ties together 24 fileservers,central machines containing computer software for allusers. Every classroom also is connected by two-wayinteractive videuiaudio communications. More than700 computers are networked in labs and classroomsdistrict-wide.

Once the hardware was installed, teachersneeded to know how to use the technology forclassroom instruction. The district's instructionaltechnology committee developed an outline forintegrating technology across the K-12 curriculum.

Students at each grade level are expected todevelop certain technology skills. As they progress,they must use more sophisticated combinations of

those skills to produce assigned projects. Studentsbecome familiar with a variety of software options andthen must choose the appropriate combinations tocomplete an assignment.

Student progress in mastering technology skills ismaintained in a district-wide database. Students havethe option of including examples of technologyachievements in their portfolios. In the future, studentwriting and multimedia projects will become part oflarger electronic portfolios.

An orderly process for acquiring specifictechnology skills at each grade level is preparing theNorthville Public Schools' students for the 21stcentury. Once students learn how to use currenttechnology, they will be better prepared to transfertheir knowledge and skills to emerging technologies.

COMPUTER GRAPHICS IN ART

Team Members...James Wenzloff, Educational Tech. Coordinator work phone:(313) 228-5518 ext. 240; Suzanne Bright, Art Dept. Chair/Teacher.

District(s)...Mount Clemens Community Schools

Superintendent...Dr. Blanche Fraser

Schools Involved. .Mount Clemens High School

Location...Mt. Clemens, Michigan

Today's teenagers expect to see impressivespecial effects and computer generated graphics inmovies and commercials. However, few reallyunderstand how these effects are produced. Studentsat Mount Clemens High School have an opportunitynot only to learn how computers influence thecommercial artist, but to express themselves usingmany of the tools available to professionals.

Students learn to use design programs, paintprograms, digitizing equipment, laser discs, desktoppublishing and print shop techniques in advertisingdesign, fine arts and design production classes. In onefinal project for an advertising design class, studentsu.Ad these techniques to develop a four partadvertir;ng campaign for a product of their owncreation. They produced a color magazine ad, a shortanimated television commercial and a black and whitenewspaper ad to promote their products.

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In a fine arts class, students drew eight-color stilllife pictures/images on the computer as a final project.This project helped students realize that the computercan be used as an artistic tool just as they would use apaintbrugh or pastels.

Mount Clemens art students develop skills in usingcomputer software to create designs and art worksimilar to those produced by commercial artists in thework place. As part of their course work, students arerequired to create animations with sound, design abusiness logo, use digitized imaaes to create anadvertisement, and prepare a restaurant menu. Not allstudent projects are theoretical: the Chamber ofCommerce and several area businesses have asked

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students to design logos, posters and tickets forbusiness functions.

Computer technology has proven to be awonderful tool for enhancing creativity, not only at thehigh school level, but at the elementary level as well.Computer graphics are used in the entire K-12 artprogram. In addition, elementary level students areusing computer graphics to illustrate stories they write.

Graphics programs bypass the limitations of usingpaper and pencil, eliminating much of the tediousmanual work involved in making changes. Theaccessibility of the technology encourages studentswho don': view themselves as artists to expressthemselves in artistic forms.

1`

Minnesota

MINNEAPOLIS

WRITING ACROSS THE CURRICULUM

Team Members...Richard Paul, Assistant Principal - work phone: (612) 571-9116; Dennis Cooney,Computer Specialist/Teacher; Mary Ellen Briel, Teacher; Margaret Anderson, Teacher.

Superintendent...Brother Milton Barker FSC

Schools Involved...Totino-Grace High School

Location...Fridley, Minnesota

English teachers and journalists are not the onlypeople who need to write concisely and correctly. Theability to communicate effectively in writing is a criticalskill for success in business, science and a variety offields. Teachers and administrators at Totino-GraceHigh School realized students needed to improve theirwriting skills in all coursework, not just in English class.

After an intensive series of workshops with facultyfrom the University of Minnesota's Department ofRhetoric, the Totino-Grace team developed a writing/mentoring project with the University. Totino-Gracestudents send drafts of writing projects viatelecommunications technology to graduate students.The University students critique the writing, indicatingmethods of improvement, and send the informationback to the high school students.

Technology to provide live video and voicetransmission as well as shared data is being added onan experimental basis to this project. Student andmentors will see each other on monitors, share a

common text on the monitor, and talk about improvingthe writing transmitted by the high school student.

Teachers hope to compare the effectiveness ofthe two methods of communication between studentand mentor, telecommunications only and real timevc ;e-video-data. This comparison may give educatorssome insight into the factors that most enhancestudent writing.

Both students and teachers agree students aremore focused and enthusiastic when writing oncomputers than in a conventional pen and paperwriting class. In addition, the physical arrangement ofcomputers into pods permits students to sharecomments and to analyze each other's writing.

Teachers also have benefitted. They findthemselves much more comfortable working in thecomputer lab setting. Colleagues are eager to shareideas, techniques and discoveries, conversations thatclassroom isolation often makes difficult. And they arestructuring more collaborative learning activities intotheir curriculum.

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CHEMISTRY, BIOLOGY AND ECOLOGY EDUCATION FOR THE 21ST CENTURY

Team Members...Lois Fruen, Academic Dean /Science Department Head/Teacher work phone: (612)347 -9250; Joseph Breunig, Instructor; Sharyn Fenwick, Teacher.

Superintendent...Samuel Salas

Schools InvolvedBred( School

Location...Minneapolis, Minnesota

How can our schools produce more scientists?The American educational system is faced with anenormous challenge: while our society's need forscientific and technical workers will increasedramatically in the 21st century, fewer students todayare pursuing careers in science. By using the latestcomputer technology in their curriculum, teachers atthe Breck School believe students have a greaterdegree of success in mastering scientific material. Thetechnology allows stuck ,s to share excitingdiscoveries with their puJrs and enjoy a more student-centered method of learning.

Computer programs are used to make animationsof each stage of complex biological and chemicalprocesses. As the students diagram each part of theprocess and tie the states together, abstract ideas likeprotein synthesis and DNA replication becomedistinctive visual concepts rather than dry facts quicklyforgotten after the final exam.

In addition, students analyze results from ecologyresearch projects and share their findings bycomputer. Presentations are limited only by thestudents' imagination. Using HyperCard programs andlaser disk technology, students try to entertain as wellas teach their classmates. Since each student can

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approach the material through a unique sequence,HyperCard projects transmit the excitement ofdiscovery so often missing from science education.

Computer technology has expanded into scienceeducation at the lower school as well. After doing fieldresearch, elementary level students use HyperCardprograms to organize and summarize findings. Theresulting projects are shared with classmates. A newpartnership with Pillsbury Math Science TechnologySchool, an inner city elementary school, will allowstudents to share projects between schools as well asbetween grade levels.

While computer technology has improved studentperformance, it has had an even more profound effecton the student-teacher relationship. Teachers nolonger are viewed as the primary source ofinformation; instead, students and teachers worktogether as a team. Not only are students acceptingmore responsibility for their work, they feel more incontrol and able to master difficult information.

And the more success students have withparticular subject matter, the more motivated they areto pursue careers in that field. Students who know howto use technology to study science may be the futurescientists of the 21st century.

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EIGHT AREAS OF TECHNOLOGY

Team Members...Lyle Od land, Principal - work phone: (612) 293-8830; Vaughn Nagahashi, Teacher;Suzanne Harriman, Teacher; John Gregersen, Teacher.

District(s)...lndependent School District #625

Superintendent...Curman Gaines

Schools Involved...Washington Junior High Tech

Location...St. Paul, Minnesota

Although the school is billed as a technologymagnet school, the faculty and staff at WashingtonJunior High view technology as a tool rather than asubject. Technology and equipment are used tosupport curriculum and give teachers a wide range ofactivities to enhance their subject matter.

At the CCC Computer Lab, students work onindividual skills at their own pace. This lab is especiallyhelpful to students learning English as a secondlanguage. The Discourse Lab encourages studentswho rarely volunteer in class to participate. Teachersand students communicate electronically and allstudents respond to a teacher's question or comment.

The fine arts program has been greatly enhancedby technology in the school. The Music TechnologyLab supplements the traditional band/choir program.Students can use computers in conjunction withelectronic music keyboards as well as digital hornsand sequencers to explore production, composition,music theory and music appreciation.

While students experiment in a variety of artmedia, they also learn about electronic art and designprograms. The Art/CAD Lab allows students to workon Macintosh computers to design art projects that canbe printed on color printers, laserwriters and plotters.Students who work with the lab's CAD/CAM programwill learn how products are designed andmanufactured with computers.

A group of 25 students is using the CreativeWritingNideo Production lab to create and produce aneducational video on sexual harassment to be usedthroughout the school district. The lab's state-of-the-artvideo equipment allows students to experiment with avariety of special effects and character generation fortitles and other text for video.

Finally, soon the entire library will be operating oncomputers and will offer research facilities using CDRom technology. Students will be able to read andprint articles from more than 80 newspapers and 100magazines. By using CD Rom technology, studentsalso will have access to research sources on videodisk.

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New YorkSYRACUSE

CIRCLEVILLE

TECHNOLOGY RICH/STUDENT-CENTERED

MEDFORD

Team Members...Dr. Dorothy Klein, Assistant Superintendent - work phone: (516) 758-1019; ElizabethCombs, Coordinator Admin. & Instructional Technology; Anne Fichtner, Teacher; Pamela Wright,Member Board of Education.

District(s)... Patchogue- Medford

Superintendent...Raymond Fell

Schools Involved...Eagle Elementary School

Location...Medford, New York

The Patchogue-Medford School District is in themiddle of a technology revolution. By 1994 everystudent, teacher and administrator within the districtwill have access to a fiber optic area wide networkallowing them to share video, voice and data. Allclassrooms in the eleven district schools, school-leveladministrative offices and central offices will beinterconnected electronically.

Eagle Elementary School was the first school tobe transformed in this district-wide initiative. Fivecomputers were placed in each of the school's 37classrooms. In addition, each classroom was wired forvideo and voice transmission. A lab with 25 computerswas established for group instruction. Computers alsowere placed in all art, music, special education,resource and reading rooms as well as in the libraryand gym. Even the principal, nurse and custodianreceived computers for their offices.

Teachers were encouraged to take computershome so they could become familiar with thetechncOgy and the instructional software at their own15

pace. Workshops reinforced their personal learningand helped teachers further explore the technology.Parents also participated in workshops and took part insoftware evaluation. The Board of Educationencouraged communication among teachers, parentsand administrators.

The success of Eagle Elementary's pilot projectencouraged the Board of Education to expand theprogram to the 10 other schools in he district. To gainawareness of technology's exciting possibilities, sevenhundred teachers, administrators, board members andparent leaders attended a two-day technologyconference. Participants could choose from more than60 workshops dealing with specific software,technology and educational concepts. The conferenceserved as a wonderful kick-off for the district-widetechnology drive, generating considerable enthusiasmand creating a team approach to the project.

When completed, the technology project shouldtransform the educational experience. Teachers nolonger will be the primary source of information.

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Instead, they will help students learn to access,organize and analyze the wealth of informationavailable through the network.

In addition, the technology will make it easier forstudents to help each other. The ease ofcommunications between students at different schools

and grade levels will encourage writing and promotepeer mentorships. By bringing advanced computertechnology to all of the district schools, Patchogue-Medford will give every student access to state-of-the-art learning systems and offer endless possibilities fordistance learning and communications.

TECHNOLOGY AS A LIFE TOOL

Team Members...Barbara Shelly, Teacher - work phone: (315) 475-1621; Marilyn Trainor, Teacher; Dr.Suzanne Gilmour, Principal; Jean DeLacey, Chairperson - Special Education Committee.

District(s)...Westhill Central

Superintendent...William Blydenburgh

Schools InvolvedWesthill High School

Location...Syracuse, New York

While the purpose of Westhill High School'stechnology program was acceptance of technology asa tool for learning across academic disciplines, theprogram has created an unexpected benefit -- workingwith computers creates a more collaborativeatmosphere.

Westhill teachers realized students worked inpairs, helped each other and remained on tasks longerwhile in the computer lab. These observations ledteachers to explore different cooperative learningstrategies.

First, they realized that the physical arrangementof the lab can foster cooperation. Students were ableto move their chairs closer together and, thus, weremore likely to be involved in different activities as agroup. Second, teachers learned that by assigningdifferent tasks to group members they created a senseof teamwork.

Third, results and evaluations are dependent oneach group member contributing to the final solutionrather than one person arriving at an answerindependently. Students were much more involved inthe subject matter and had more animated discussionsof the problems when each person's contribution was

expected and respected. In addition, teachers realizedthat they were able to reach at risk students who hadnot had much academic success, and the teachershave seen it as a valuable strategy for addressingdifferent student learning styles.

By encouraging group problem solving, Westhillteachers help students learn two important life skills- -working as a team and solving problems in a group,both of which are important in today's businessenvironment.

The cooperative learning process has been sosuccessful in one mathematics classroom that theprogram has been extended throughout the mathdepartment. In addition, the science department hasproposed developing a new classroom following thismodel and incorporating multi-media technology, aswell.

Perhaps most important, this cooperativeatmosphere is not limited to just Westhill classrooms.Students, teachers and parents are free to use thecomputer labs during open times. An unusualcamaraderie exists in these labs as al users work asequals, freely sharing information and skills.

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INVENT AMERICA

Team Members...Bernadette Reich le, Principal - work phone: (914) 744-2031; Edward Duncanson,Teacher; Michele Staves, Teacher; Howard Lynne, IBM Program Manager.

District(s)...Pine Bush Central

Superintendent...William Bassett

Schools Involved...Circleville Elementary

Location...Circleville, New York

A drainer for bathtub toys, a lunch box divider thatprotects sandwiches from killer apples, and amicrowave touch pad with raised numbers designedfor blind people -- these are just a few of the inventionscreated by Circleville Elementary students as part ofthe Invent America program.

Students solve real-life problems with theirinventions which are displayed and judged at a school-wide Invention Convention. In addition to the generalinvention category, students may enter their inventionsin special category award areas including bestinvention to help the environment, most humanitarianinvention, inventions to help individuals with specialneeds, best household invention and best leisure timeactivity invention.

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Although parents may help with model buildingand application filing, the ideas and research must bethe students' own work. Students work on theirprojects during class time, integrating principleslearned across the curriculum. In addition, localscience-related businesses serve as special resourcesfor the program, providing speakers, giving classroomdemonstrations and taking children on plant and officetours. The hands-on nature of the program helpschildren translate textbook principles into problem-solving solutions.

Next year the students will learn a little about thenext step in the invention process marketing theirproducts. The Prototypes and Marketing Corp. of PearlRiver, New York, has offered to help winners of thedistrict-wide c;-mpetition register their projects with theU.S. Patent Office.

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Ohio

INTERDISCIPLINARY STUDY UNITS

WHEELERSBURG

Team Members...Anthony Valerius, Jr., Teacher - work phone: (513) 853-2500; Donald Hatfield,Teacher; Beverly Lewis, Teacher; Edward Stober, Teacher/Dept. Chair.

District(s)...Cincinnati Public Schools

Superintendent...J. Michael Brandt

Schools Involved...Porter Middle School

Location...Cincinnati, Ohio

When teachers from Cincinnati's Porter MiddleSchool attended a workshop on HyperCard softwareseveral years ago, they expected to learn about anexciting technology. The workshop exceeded theirexpectations. Not only did they improve theirHyperCard skills, they formed a two-year partnershipwith teachers from Cincinnati Country Day School, asuburban private school, to promote joint projectsbetween students at both schools.

For one project, students joined for a walking tourof Cincinnati's Historic 4th Street District, an area richin nearly 200 years of history. Then they paired with astudent from the other school to develop HyperCardstacks based on what they had seen and learned onthe tour. Another project focused on city governmentwith the students visiting city hall and learning aboutthe city manager form of government.

The students visited back and forth, working ontheir projects on computers in both schools. Inaddition, they communicated through an electronicbulletin board maintained at the city's EducationalTechnology Office.

During one of their joint work sessions, a universityprofessor observed the group working. After 45minutes, the professor approached one of the teachersto identify the inner city students since they could notbe identified by work habits or enthusiasm for theproject. Each student's contribution was important--thesign of true collaboration.

The success of these joint projects laid thefoundation for increased use of technology in theclassroom. Now in its third year at Porter, theHyperCard project is expanding to include most of themiddle schools in the city.

Porter Middle School sits in the middle of ahousing project; a number of the students have beenlabeled learning disabled" and a few have createdbehavior problems - -all Porter students are considered"at risk." None of these issues mattered.

The HyperCard approach to learning completelychanged the students' attitudes about school.Previously apathetic children were coming early andstaying after school. Students who had nevercompleted a task were proud of their stacks and

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volunteered to show visitors their projects. Thestudents had a sense of ownership of their work notseen in more traditional forms of schoolwork. Leaders

arose from the ranks and began to teach otherstudents. Technology has turned students on to thejoys of learning.

LIGHTHOUSE EDUCATION ENHANCEMENT PROJECT (LEEP)

Team Members...Carole Walker, Project Coordinator - work phone: (216) 633-0612; Linda Jones,Principal; Beth Schultz, Teacher; Jo Ann Us lick, Kent State University.

District(s)...Woodridge Local S.D. and Tallmadge City School

Superintendents...Richard Clapp (Woodridge) and Daniel McCombs (Tallmadge City)

Schools InvolvedWoodridge Elementary School and Dunbar Primary School

Location...Cuyahoga Falls, Ohio and Tallmadge, Ohio

Many educators dream of creating school/business partnerships; the Lighthouse EducationEnhancement Project is showing those dreamers howsuch a partnership actually works. Conceived as ajoint effort between two Northeast Ohio school districtsand Kent State University to improve mathematicsinstruction by using computers in the classroom. theproject has grown into a unique collaboration ofbusines::es, schools, government and privatefoundations all working together to improve the qualityof education.

The project's goal is to teach math as a skill thatcan be applied in everyday life. For a number of years,business loaders have noted the declining math skillsof the work force. By making math and computerinstruction an integral part of every classroom, theproject partners hope to reverse that decline. Theclassroom emphasis on critical thinking, problemsolving and the use of computers gives students anearly start in developing tools essential for functioningin today's technology-oriented world.

Just as children need to learn in new ways, somust teachers learn new instructional strategies toincorporate today's technology into their classrooms.

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Teachers involved in the pilot project receive on-goingtraining from Kent State University as well as fromseveral business partners. in addition, studentteachers and teachers in other school districts canobserve the Lighthouse project classrooms as workingmodels of a new way to teach mathematics.

The project has attracted more than $1.2 million insupport from private business and charitablefoundations. But the success of this project ismeasured not only in financial commitment. Businessand foundation partners are encouraged to becomeactive members of advisory committees. Chiefexecutive officers of major corporations view theircompanies' contributions as investments rather thancharitable donations.

As more school systems and business partnersjoin the project, the importance of improving oureducational system becomes the overriding theme.Educators and business leaders are reaching acrosstraditional boundaries to work for a common goal. TheLighthouse project provides a beacon both for a newapproach to education and for a new cooperativeattitude toward solving some of society's difficultproblems.

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COMPUTER ART EDUCATION PROGRAM FOR VISUALLY GIFTED

Team Members...Thomas Suter, Art Instructor - work phone: (614) 574-2527; Anthony Mantel', Principal;Robyn Thomas, Member of Board of Education; Myron Martin, Manager-Dow Chemical.

District(s)...Wheelersburg Local Schools

Superintendent...Frank Miller

Schools Involved...WheelershLig High School

Location...Wheelersburg, Ohio

Most final exams are private communicationsbetween students and their teachers. But art studentsat Wheelersburg High put their final project on displayfor drivers traveling U.S. 52. The students created a 9-by 22-foot billboard that combined computer graphicswith more traditional designs.

Gifted art students used the billboard as well as anumber of smaller projects to explore computertechnology and its impact on art and society. Eachstudent created a video portfolio as well as computergenerated art and animation for exhibit. In the process,they developed useful skills in desktop publishing andgraphic arts.

A special partnership with DOW Chemical USAallowed students to work with sophisticated equipmentincluding color laser printers and professional audio/visual equipment. DOW sponsored a computerworkshop attended both by company employees andWheelersburg students. Student photography andgraphic designs also have been used in company

newsletters and training materials. In addition, thecompany sponsored an exhibition of student art workat a state building in Columbus.

Another informal partnership developed with thelocal newspaper. Students visited the newspaperoffices and trained employees to use desktoppublishing programs and a graphics network on theMacintosh.

The art program provided talented students withtwo major benefits: exposure to technologies thatenhance their creative abilities and experience onprojects with practical applications. In a rural areaplagued by high unemployment, any program thathelps students compete in the job market is invaluable.Wheelersburg students will be able to showprospective employers portfolios of specific projectsproduced using sophisticated technologies. This typeof "job experience" should help Wheelersburg studentscompete with students from other regions of the stateand the nation.

Pennsylvania

VOYAGE OF THE MIMI

BETHLEHEM

ALTOONA

BLUE BALL

Team Members...Linda Hitchcock, Principal - work phone: (717) 354-1525; Jane Miron, Teacher; JudithMollohan, Teacher; Fern Entrekin, Media Specialist.

District(s)...Eastern Lancaster County

Superintendent...William Rohrer

Schools Involved...Blue Ball Elementary

Location...Blue Ball, Pennsylvania

For 26 weeks fourth grade students at Blue BallElementary joined a research expedition studyingwhales off the coast of New England. Setting sail onthe 72-foot ketch Mimi, the students navigated theseas in search of humpback whales and even foundthemselves stranded on an island after a devastatingstorm. Quite an adventure for 9 year-olds, even if theydidn't leave the classroom.

Using a multi-media science program, "Voyage ofthe Mimi," as the basis for the curriculum, the fourthgrade teachers expanded the program so studentsspent the entire day focusing on the expedition.Language arts, music, social studies and physicaleducation projects all contributed to the experience.

The 13 video episodes of the real Mimi's crew setthe stage for a variety of activities. Computer

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simulations taught basic concepts of map reading andnavigation. Students kept journals of their adventuresand read realistic fiction. They learned songs of thesea and composed an original rap song about theadventure. Art projects had sailboat or fish themes.And students explored resources in the school's mediacenter while researching a final project.

Subject matter flowed naturally from the demandsof the voyage. Because one of the crew members wasdeaf, students needed to learn sign language. Localpolice helped fingerprint the children and discussedindividual human markings during'a lesson on flukeidentification. For six months, students worked towardmaking the expedition a success. When they finallyvisited the real Mimi berthed in Philadelphia, the shipseemed like home and the captain like an old friend.

CROSSROADS OF THE WORLD

Team Members...Dawn Morden, Teacher - work phone: (814) 946-8511; Dr. Francis Meloy, AssistantSuperintendent; Ronald Kuhn, Board Member; Constance Letscher, Teacher.

District(s)...Altoona Area School District

Superintendent...Dr. Dennis Murray

Schools Involved...Pleasant Valley Elementary School and Penn-Lincoln Elementary School

Location...Altoona, Pennsylvania

One of the joys of traveling is looking through ascrapbook filled with photos and mementos. Sixthgraders at Pleasant Valley Elementary have nearly ayear of memories in their Canada scrapbooks. Withoutleaving their classroom, the students planned and thentook an imaginary trip across Canada. Computersrather than cars transported the students acrossthousands of miles, giving them a glimpse of how theirnorthern neighbors work and play.

Any trip requires detailed planning. Studentslearned basic map reading and budgeting skills usinga variety of computer simulations. They visited a travelagency to gather basic information about potentialdestinations. Follow-up letters were sent to localChambers of Commerce. World Classroom, atelecommunications network, gave the students a linkto classrooms in Canada.

The students made a video about Altoona andBlair County to send to their Canadian pen pals.Produced in a news format, the video highlightedimportant sights for their Canadian friends to see ifthey took an imaginary trip to Pennsylvania.

Each student team planned an itinerary fromPennsylvania to Halifax, Nova Scotia, the group's first

major stop. Before leaving on their trip, the classinvited their families and friends to a Bon Voyageparty. At the party, they presented their full itineraryand talked about what they hoped to do on the trip.

As they traveled across Canada, visiting at leastone city in every province, the students createdtravelogues using historical, cultural and geographicinformation gathered from on-line networks, letterwriting, newspapers, videos and books.

When the trip was over, they gathered theirmemories into two scrapbooks, one a traditionalhardcover book with pictures, parts of their writtentravelogues and other mementos. The secondscrapbook, using HyperCard technology, allowed thestudents to combine text, sound and pictures on onecomputer disk. The children also shared theirCanadian experiences via modem with 5th gradestudents in other local elementary schools.

As more teachers learn about Crossroads to theWorld, students in other Altoona schools will be able tofill their scrapbooks and reminisce about their trips withtheir families as well as with new friends madethroughout Canada.

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PRINCIPLES OF APPLIED ENGINEERING

Team Members...Thomas Remely, Instructor - work phone: (215) 866-8013; Ernest Ibarra, GuidanceService Coordinator; George Kane, Sr. Engineer - Bethlehem Steel.

District(s)...Bethlehem Area Vocational-Technical

Superintendent...Donald Foellner

Schools Involved...Bethlehem Area Vocational-Technical School

Location...Bethlehem, Pennsylvania

Too often vocational education classrooms arefilled with sophisticated equipment but no students.The students who could use the equipment tounderstand scientific and mathematical principlesusually are at another school, working in classroomsequipped with nothing more than blackboards andchalk. The Bethlehem Area Vocational-TechnicalSchool (BAVTS) has solved this problem by attractinghonors students to a course specifically designed touse the hands-on resources of vocational education.

Honors level physics students can enroll in thePrinciples of Applied Engineering program at BAVTS.The course stresses hands-on experiences, individualas well as team projects, seminars with guestspeakers and visits to area universities, laboratoriesand businesses. This marriage of scientific theory withthe reality of engineering gives students an unusualopportunity to integrate academic science with real-world problem solving.

Students learn how engineering projects aremanaged by working in teams that contribute to alarger class project. One or two week classes incomputer aided design and machine technologyexpose students to other areas of vocational training.The class is taught by a team of instructors with

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experience in engineering, technology and education.The honors physics instructors also contribute tocurriculum planning as well as teach certain units.

Another important aspect of this program is theopportunity for students to work closely with engineersand managers at the engineering centers of localbusinesses. Students gain invaluable hands-onexperience and insight into the day-to-day operationsof major American corporations. Such experienceshelp students refine career goals as well as give themconfidence to pursue project-related tasks in futurejobs.

Evaluation of student performance during thecourse is based primarily on achieving certain levels ofcompetency, a long-establlshed principle in vocationaleducation. At the beginning of the program, eachstudent agrees to work on an individualized list ofcompetencies outlined for the year. Parents areencouraged to participate in developing these lists.

This program has shown the value of application-based instruction for all secondary students. In thefuture, increased cooperation between academic andvocational-technical educators will provide studentswith greater opportunities to experience the best ofboth educational worlds.

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BRIDGES

Team Members...Linda Klein, Teacher - work phone: (715) 258-4135; Marie Howard, Teacher; BruceGunderson, Principal; Mark Polebitski, Teacher.

DIstrict(s)...Waupaca

Superintendent...Dr. David Poeschl

Schools InvolvedWaupaca High School

Location...Waupaca, Wisconsin

When Marshall McLuhan first envisioned a "globalvillage" brought closer by electronic media, televisionwas a passive technology allowing viewers a glimpseof their neighbors' lives and cultures. Today studentsat Waupaca High School use technology to interactwith their neighbors around the world, not just receiveinformation. Such active involvement gives students amuch deeper understanding of other cultures and amore personal investment in the communicationprocess.

The first Waupaca project to bridge cultures was"Hands Across the Sea," an exchange with a partnerschool in Germany. Students at the two schoolscommunicate with E-Mail, FAX machines, camcordersand multi-format VCRs. They have exchanged letters,school newspapers, yearbooks, slides, textbooks andcultural information -- all of which break downlanguage barriers and increase communication. Theteam hopes to expand this project to a three-wayexchange of language skills, cultural information and

technology by linking a Nicaraguan school into theexisting fork nat.

Waupaca students will use similar technologies tocross barriers between themselves and other culturescloser to home. A cooperative writing project onlegends, cultural heroes and origin stories should opencommunication links between students at the highschool and Menominee Indian Schools.Telecommunications technology will allow summerschool students at Waupaca High School to exchangestory telling, writing, art, dance and video with Asianstudents attending an intensive English for collegeprogram at the University of Wisconsin Stevens Point.The team also hopes to initiate an exchange writingproject with residents of a veterans' home.

Not only are these projects helping students tolearn about other cultures, races and socio-economicgroups, they are teaming how to use the technology.Technology has become the bridge that links adiversity of groups into a truly interactive global village.

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2 6

MODEL SCHOOLS PROGRAM

Team Members...John Gravelle, Teacher work phone: (715) 536-4594; Dennis Knott, Construction-Detailer; Dr. Ralph Neale, Superintendent.

District(s)...Merrill Area Public Schools

Superintendent...Dr. Ralphe Neale

Schools Involved...Merrill Sr. High School

Location...Merrill, Wisconsin

Scientists use high powered computers to predictthe hole in the ozone layer or determine climaticconditions resulting from the Mt. Saint Helensearthquake. Through a network linked to a Cray SuperComputer, students at Merrill Senior High School, aswell as students at about 100 other school districts,can work on the same type of $10 million computergovernment researchers and university scientists useto make their ozone layer and climatic changepredictions.

The super computer, located at the LawrenceLivermore Laboratory in California, performs millions ofmathematical operations in a second. Capable ofperforming in seconds or minutes tasks that might takehours on a PC if the necessary software was available,the super computer allows students to work on avariety of complex problems.

For example, students can see the effect anautomobik 's design has on the concept of wind drag.In the past, scale models of automobiles had to bebuilt and tested in a wind tunnel to determine aparticular design's effect. Now Merrill stuck, .s canmathematically change the slope of a car's hood andthe surer computer will calculate the drag. Or they canuse the climatic change software to see what wouldhappen if a 50-ton iceberg suddenly appeared in theSan Diego harbor.

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Using the same type of computer programs thatcreate special effects for movies, Merrill students candesign 3-dimensional pictures of mathematicalformulas. As the variables in the formulas arechanged, the graphic picture of the formula alsochanges. The visual representation of the wavepattern or object created by the formula gives studentsa powerful learning tool. The formula becomes aconcrete object and not just a series of numbers.

In addition, the computer can rotate the object,take an electronic snapshot at each stage ofmanipulation, and then put those snapshots intomotion to give students another tool for understandinga complex mathematical concept.

Access to the super computer has reshaped thecontent of an academic course at Merrill High Schooland the ways teachers impart the material. The Merrillteam hopes to extend the benefits of that access aswell as expand other opportunities for sharing betweenWisconsin public schools. By developing a networkthat would link other schools to the Cray supercomputer as well as to each other, the team wouldhelp other teachers appreciate the impact thattechnology can have on their students.

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SOUNDSCAPE

Team Members...Gerald Kember, Supervisor of Fine Arts - work phone: (608) 789-7662; RobertSwerman, Jr., Teacher.

District(s)...LaCrosse

Superintendent...Richard Swantz

Schools Involved...Logan High School

Location...LaCrosse, Wisconsin

For ten years the music appreciation course atLogan High School languished. Student nixed thecourse at registration time. But disinterest quicklychanged to enthusiasm when the course wasredesigned to reflect a teen approach to music.Synthesizers, compact discs and computers becamean integral part of the newly dubbed "Soundscape"course and forty students quickly signed on.

Classes meet in the school's Macintosh computerlab using work stations equipped with computers,synthesizers, and CD-ROMs all tied to a laser printer.Students learn to appreciate music by creating it. Theywrite new songs as well as manipulate the works ofothers. Their compositions can be printed out, copiedand distributed to the teacher and other students.

IN II

Works are saved on disc for playback on thesynthesizer.

By using technology that excites teenagers,Soundscape draws a broad mix of students, many whonever participated in a music class before. Studentswho want to be better listeners but have no interest inperforming now have an opportunity to learn moreabout music.

Logan High's success has spurred another highschool in the district to adapt its computer lab toaccommodate Soundscape classes. When onestudent received a free computer from AppleComputer, Inc., based on the quality of music hecreated in the class, music appreciation gained newrespect in the school. This is now one course thatwon't be put on the shelf.

Printed on recycled paper

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