Journal 8: A " fantastic Super" Use of Technology: Closing the Digital Dlivide By Diane Curtis

     My first observation when reading this article is that this school has a savvy grant writer!  How fantastic to have been given wireless laptops, computers in every room, a wonderful array of software and internet access devices to loan to families who do not own a computer.  I like the fact that the grant was contingent on using a "power to learn" approach which addresses the fact that kids learn differently, and taylors various learning plans to address this.

     I'm also a big fan of having a transparent classroom.  I like the fact that Eveleigh has created a web page outlining the days activities for parents.  Parental involvement is a vital component to a students success in class.  I also like that this web page not only informs parents as to what's going on in the classroom, it also provides parents with learning resources on the web.  This is a great way for parents to be involved with their kids learning and have fun doing it!  Another thing that I really like is that teachers, parents and administrators easily converse using e-mail and parents know what is expected of their children by reading e-mailed homework assignments.  AlthoughI still think that it's important for  students to have a homework folder or planner to bring home so that they are directly accountable.

     Lastly, I like the way that the school fosters an environment of professionalism, collaboration and mentoring.  Providing teachers with an office boosts moral and helps with organization and expediency.  Collaboration is important!  I've worked with many teachers who've bemoaned the time and effort required to "recreate the wheel".  I've suggested central curriculum storage for use by all.  It just makes sense.  Even more so to do it digitally.  I also like that the ones who spend more time generating curriculum are paid more.  I have seen the benefits of mentoring.  At Mesa Elementary in Boulder CO a new second grade teacher was paired with a "seasoned" teacher as her mentor. Their classrooms were joined by a common door.  The new teacher went to her mentor often, sometimes during class, for help in teaching a lesson or how to properly finish a project. 

     My first question is: What do you do if you teach in an underfunded district which does not have these resources and  the faculty and administration were in favor of having it?   This article opened my eyes to the power of grant writing.  That is a muscle I would exercise. Second question:  Is this a viable model considering all the "old school" teachers (many schools I've worked or subbed in had a lot of teachers over 50 who admitted to being techno-phobes)?  My answer is yes, but only by clearly stressing the benefit of how ultimately it would make teaching easier and more effectively engage students.  I think that implimentation at an "old school mentality" school would also require some "techie" mentors who would provide extensive support and inservices.