April 2003 — Features

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Technology for Charter Schools Too: A Team-Based Training Model

By Daniel Wendol and Tom King, Ph.D.

Using an online tool, the vivED Dashboard, representatives from each school completed an assessment based on their unique technology environment. The data showed that these schools significantly lacked resources and general knowledge about technology. As is the case in many schools nationwide, they also lacked a modern infrastructure, had limited software and provided few professional development activities to improve technology skills.

However, the greatest weakness found in these schools was in the area of the decision-making processes for technology. Not only did they lack the training and equipment, but also the plans and processes needed to acquire these elements effectively. The data made it clear that providing equipment and training were not enough to move the schools forward with technology integration; in fact, doing so might simply exacerbate the lack of integration. The TLCF grant project had to be approached strategically to meet all of the identified needs.

Technology Needs

To address the lack of a modern infrastructure, the grant request supplied all schools in need with a digital video camera, which had a single still-picture feature, and a portable LCD projector. Providing more and newer computers was debated, but because of limited funds, equipment that would have a more immediate systemwide impact in the schools was selected. Software, limited to the titles used during the actual training, was given to the schools as well. The schools had the opportunity to choose which software was most appropriate for their school based on operating systems, grade levels served, current expertise and software already available.

Besides a need for infrastructure, the assessment data identified a need for both classroom-level training and technology-leadership training. Classroom-level training was defined as using technology to assist in the teaching, learning and management of the classroom. Administrator training was defined as addressing schoolwide issues such as technology planning, purchasing and evaluation. In order to address the unique needs of teachers, administrators and technology leaders, T4T provided separate training strands for teachers and administrators.

Reviewers for the grant process found the request and needs of this group of charter schools compelling, with funds awarded in midsummer. But, the good news of the grant was tempered by the lack of planning time to get everyone who participated on board. Due to federal and state requirements, the program had to be initiated and completed in less than two months. In mid-August, teachers and administrators were partitioned into various training groups to keep class sizes manageable, while providing connections between and among staff.

Teacher Training

The weeklong teacher training conducted by University of St. Thomas instructors focused on developing classroom integration skills in projects that could be used effectively in school settings. They brought extensive experience with technology and classroom integration to the teacher workshops. These hands-on training sessions were based on the National Educational Technology Standards for Teachers (www.cnets.iste.org), created by the International Society for Technology in Education, and included concept-mapping skill development and video-editing software as productivity tools.