Judith D. Murray
EDF 660
May 7, 1998
Summary and Evaluation
Educational Change Plan
As my independent project for EDF 660, I have developed and implemented the following plan for educational change in my school. I have used these guidelines from Fullanís What's Worth Fighting for in Your School:
Take the first step. Offer to be a mentor. (p. 73)
Work with a colleague in a new project. (p. 75)
Make a leadership contribution beyond your classroom. (p. 78)
Purpose:
I collaborated with one of our fourth grade teachers in planning and facilitating computer technology workshops. We made ourselves available, as mentors and advisors, to the fourth and fifth grade teachers in regards to their new computers.
Background:
Our school system has implemented a Computer Technology Program, which is in Stage 2 this year. In conjunction with this program, our fourth and fifth grades have been equipped with new computers, printers, Internet capability, and a digital camera. There are six fourth and fifth grade classrooms. Of these six teachers, two were comfortable with computer technology, one had some basic computer knowledge, two teachers were self-proclaimed computer illiterates, and one was completely "computer-phobic."
As a first grade teacher, I am not yet officially involved in the Technology Program. I was interested in helping my colleagues become comfortable with their computers, and helping them devise ways to use this available technology in the classrooms with their own curriculums.
Methodology:
My colleague and I collaborated in planning workshop activities and facilitating workshops on the following topics:
Basic Windows 95 operation
Word Processing using MS Word and Student Writing Center
Graphics using Print Artist and Print Shop III
The Internet
PhotoShop software and the digital camera
Mavis Beacon Teaches Typing for KIDS
Exploration of new social studies and science software, including Eyewitness Encyclopedia of Space and the Universe, Eyewitness History of the World, 1997 Multimedia Encyclopedia, Comptonís Interactive Encyclopedia, and Encarta 97
We presented 90-minute workshop sessions after school, from 3:30 PM to 5:00 PM on a weekly basis. We reviewed basic computer knowledge, introduced new programs, and reviewed and demonstrated new available software.
A variety of activities were done. Some activities were teacher-oriented, such as typing a letter to a parent, creating a late homework notice, writing a field trip permission slip, and creating a weekly assignment calendar. Other activities were student-centered and curriculum related, such as researching report topics on the encyclopedias or the Internet, writing a creative story with graphics, making a bibliography and creating a research report cover.
All the workshop participants were on different instructional levels, and therefore moved at varied paces. We were fortunate that the group was small, and we were able to provide a great amount of individualized, one-on-one instruction. Also, as we progressed, workshop participants began to feel more comfortable helping each other, and Frank and I were able to circulate and facilitate more easily.
My colleague and I also provided assistance to the teachers on their computers within their own classrooms on an ìas neededî basis throughout the school year, before, during, and after school hours. This time was useful to the teachers, because it enabled us to work with a teacher individually, to trouble-shoot, and to help with specific problems and questions.
My colleague and I intend for this project to continue next year and in the following years. As our Technology Program proceeds, computers will be installed in the third grades next year, and in the primary grades in years that follow. We would like to continue to provide advisory supervision, when needed, to any staff members in conjunction with our schoolís Technology Program.
Evaluation:
As a means of measurement, evaluation forms were distributed to all workshop participants. These forms are included in this report. Teachers who attended our workshops felt that the sessions were informative, worthwhile and fun! One teacher, (whom I described in the Background section of this report as ìcomputer-phobicî), said his intimidation and anxiety were greatly reduced by the manner in which the workshops were presented, and the way participants were treated with respect and patience.
On a personal note, I loved presenting these workshops! I enjoy working with computers, but, more importantly, teaching adults was so different for me! (Perhaps, teaching first grade for so many years enabled me to develop the great amount of patience needed to teach anxious, change-resistant adults!)
This workshop program has brought many faculty members closer together. They have learned to collaborate and cooperate with each other, to help and to ask for help. In conclusion, I feel this project has been a successful beginning: I hope the program will continue to be as beneficial to our school and staff members in future years.