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| Marylin
Leinenbach of Chauncey Rose is one of 28 teachers participating in the
project.
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By MARIA GRENINGER
“Technology
is growing exponentially. You can’t escape it,” said Russ True, a 7th
grade math teacher at North Clay Middle School in Brazil and a participant in
the MITTS Project, (Masters Instructional Technology Teachers) under the
direction of Associate Professor Susan Powers.
“Students
need to experience technology as much as possible since it is becoming such an
integral part of their lives,” he added.
This
definitely is the trend nationwide, but statistics tell us that, although many
students are using computers in the classroom, the majority of them are not
moving far along the technology information highway.
According
to the 2000 Indiana Department of Education School Technology Profile, nearly 85
percent of the 1,654 public schools participating reported using word processing
programs on a regular basis. However, more than 90 percent reported that they do
not use networked communications such as bulletin boards or listservs; almost
half do not use the World Wide Web as part of the curriculum; and more than 70
percent do not use advanced applications such as Web publishing software or
PowerPoint.
On
this, many teachers and students agree — hands-on learning is what makes a
classroom experience exciting and memorable — and ISU’s MITTS Project
(funded by a $40,000 Eisenhower Grant) will empower teachers to make many more
of these opportunities available to their students.
“Any
way that I can make the classroom experience more interesting and exciting will
only help the students that I teach,” True said. “I know that my students
really enjoy projects and hands-on assignments, and I would love to include more
of that into my curriculum through the use of technology.”
Mary
Anne Jenkins, a 6th grade teacher at Sarah Scott Middle School in
Terre Haute is more of a novice computer user, but she agrees that technology
will enable her to add some dimension to her students’ learning.
“I
teach Ancient History and am a hands-on type of teacher with projects as a main
part of my classroom experience,” Jenkins said. “It would be really helpful
for me to have resources that are age-appropriate for my students. I have
attended workshops where teachers have shared CDs that they’ve put together on
specific subject matter, but I have no idea how that is done.”
What
excites Marylin Leinenbach most about being a part of the project is the
opportunity to learn new skills. The middle school math teacher is working on
her Ph.D. at ISU in the mornings and teaching at Chauncey Rose in the
afternoons. In addition to being one of the 28 teacher-learners, she also serves
as a liaison between Powers and the participants. If fact, it was her hectic
schedule that gave her the idea for her project.
“I
buzz in that school (Chauncey Rose) at 12:30 and usually stay until 5 to get
everything done, but my students get frustrated because they don’t always have
access to me,” Leinenbach said. “So I thought of creating a listserv so the
kids and I can do a lot of discussing over the Internet.”
All
teachers participating in the MITTS project have taken an assessment test to
evaluate their skills. The test, called “My Target,” gauges each teacher’s
aptitude in seven categories, including classroom planning, classroom
management, resources, classroom presentation and delivery, facilitating student
use, student product facilitation and skills in integrating technology into the
classroom experience.
Based
on the assessment outcomes, each teacher constructs a personal growth plan,
detailing what skills and tasks they would like to tackle during the next 18
months. Out of the growth plan comes an action plan that charts the course each
teacher would like to take — step by step, month by month — until the
conclusion of the project in May of 2002.
“I
have a very limited amount of technology knowledge,” said Cheryl Clark, a
special education and learning disabilities teacher at Woodrow Wilson Middle
School. “I really need an update on all of the new technology that’s
available and how it can be incorporated into the classroom.”
Teacher
interest in the project has been very positive, especially when they consider
what’s in it for their students.
“Technology
combines not only the printed word but also visuals, sounds, instant access to
answers about inquisitive questions and familiarity with a keyboard,” said
Bernadette Lange, an 8th grade math and history teacher at Otter
Creek Middle School. “I want my subjects to come alive more for my
students!”
But
what’s in it for the teachers?
“It’s
learning,” Leinenbach said. “We are lifelong learners. Besides that, if you
are truly a teacher, you always need to be seeking better ways for the children
in your classroom.”
February 19, 2001