During the first year of this 2-year program, 12 teachers were selected as technology mentors (4 from each of the 3 targeted schools). As incentives, these teachers each received a complete computer station for their classrooms. They also received stipends to attend an intensive 30-hour class on using instructional technology. In return, mentor teachers act as technology mentors for their peers. During the second year, another 12 teachers were selected for this role, with the same incentives.

Requirements or Teacher Mentors:

1. Complete a customized graduate-level class on basic instructional technology use. This class is a joint effort between Warrensburg Schools and CMSU.

2. Assist teachers at their schools in using computer stations for activities related to this program.

3. Devote at least 1 hr. per week to the role of technology mentor.

4. Meet with visitors from other districts who are interested in the program.

5. Present sessions on district technology inservice days.

Stimulating enthusiasm for reading in students is no easy task. Often, two important ingredients are missing: First, in a world overloaded with fast-action sensory input, young students are not primed to relate easily to the static printed page. Second, students perceive no incentive for pushing themselves to read. This proposal encompasses a flexible and comprehensive approach to teaching reading and communication skills to K-3 students by addressing these two problems, and much more. Literature will be brought to life by bringing the world into the classroom. Computer stations with Internet access and large TV monitors will allow teachers to visit and display web sites so that students may explore remote locations where their stories take place, research the lives of authors, communicate by email and videoconferencing with authors and other students interested in the same stories, and many other activities. In addition, students will participate in an Accelerated Reading program, in which they select books to read and receive immediate feedback and rewards when they take computer-moderated assessments of comprehension. This is not a program in which computer use replaces reading of quality literature, but rather a way of using technology to enhance the reading of literature and stimulate more interest in it. It is based on the well-proven premise that, when reading of quality literature increases, performance on reading and language arts assessments increase as well.

As if this weren't enough, this program is also an innovative approach for training teachers in instructional technology use, distributing technology, and providing a self-sustaining network of peer support. For years schools have had the goal of placing a computer in every classroom. This is a worthy goal, but the results are questionable when there is no link between computer purchases and teacher training, teacher needs, and teacher enthusiasm. One thing that instructional technology literature tells us is that placing technology in the hands of teachers does not necessarily lead to effective technology use. This program offers a unique solution, in the form of teacher technology mentors, which could serve as a model for other districts.

Incentives for Teacher Mentors:

1. Teachers will receive a classroom computer station, including Macintosh computer, printer, 31" TV, scan converter, external speakers, QuickCam, large software bundle, and carts.

2. Hourly stipend for time in class (30 hours total). Determined by standard district hourly rate.

Selection of teacher mentors:

Interested teachers are asked to complete an application on which they describe their experiences and ideas for using technology for teaching reading, and their commitment to the role of technology mentor. Four mentors were selected for each of the 3 targeted schools for the first year, and another 4 were selected for each school for the second year. The 30-hour class for these teachers is a cooperative effort between Warrensburg Schools and CMSU and is team-taught by Dr. Diane Smith (Educational Technology, CMSU) and Stan Smith (Instructional Technology Coordinator, Warrensburg Schools). In addition, several workshops were conducted on using Accelerated Reader and S.T.A.R. software, including an all-day workshop by Advantage Learning Systems, publishers of the Accelerated Reader and S.T.A.R. During the school year following completion of the training participating teachers will carry out their role of technology mentors, making themselves available for assistance to the other teachers in their buildings.

Instructional Technology Class for Mentor Teachers

This class has been customized for the purposes of this K-3 Reading/Technology program and is a joint effort between the Warrensburg School district and Central Missouri State University. The class meets 3 hours once per week for 10 weeks. Graduate credit is available to teachers at a reduced rate but cannot be paid for by the grant. The class is offered to the 12 first-year teacher mentors during the spring of 1998, and again for the second cycle of mentor teachers in the fall of 1998.

Topic #1 Overview of Instructional Technology/Basic Macintosh Use and Use of Peripherals

Topic #2 Teaching Reading with the Help of Computers and the Internet

Topic #3 Email and Listservs

Topic #4 Word Processing Skills, Database, and Spreadsheet (ClarisWorks)

Topic #5 Introduction to the Internet

Topic #6 Instructional Uses and Resources on the World Wide Web

Topic #7 Macintosh Troubleshooting

Topic #8 Advanced Macintosh Troubleshooting

Topic #9 Using Multimedia

Topic #10 Potpourri: Communicating by Chat, VideoConferencing, etc.

Assessment of Mentor Program Success:

At this time (Fall 1998), the program is in progress and assessment of success has not been completed. The following assessment approaches, however, will be used (check back in Spring 1999 for results!):

1. Objective (long-term):

By the end of the 1998-99 school year, 100% of the K-3 teachers at the 3 targeted schools will perform at 100% mastery the skills needed to integrate technology into their teaching of reading and reading assessment, as measured by a series of performance assessments.

Benchmarks (long-term):

By June 1999, 100% of the K-3 teachers at the 3 targeted schools will perform at 100% mastery. These skills include basic computer operation and file management, word processing, Internet connections, locating and using web resources that are relevant to literature they are using in their classes, email communication, web authoring, videoconferencing, Accelerated Reader software, S.T.A.R. software, and the use of all the hardware used at the computer stations. The teachers will do this in their own classrooms, with the performance assessment conducted by the Project Coordinator and Mentor Teachers.

2. Objective (short-term):

By September 1998, 100% of the teacher mentors will perform at 100% mastery the skills needed to integrate technology into their teaching of reading and reading assessment, as measured by a series of performance assessments.

Benchmarks (short-term):

As part of the 30-hour class on Teaching with Technology, each of the mentor teachers involved in the program will participate in performance assessments in which they demonstrate the ability to perform a variety of tasks related to the hardware and software used for this program. They, in turn, will teach these skills to the other teachers at their schools. By September 1998, They will be assessed for these skills, which include basic computer operation and file management, word processing, Internet and local area network connections, locating and using web resources that are relevant to literature they are using in their classes, email communication with authors, listserves, web page authoring, videoconferencing with CUSeeMe, reading assessment with Accelerated Reader software, reading level assessment using S.T.A.R. software, and the connection and use of all the hardware used at the computer stations.

3. Objective (long-term):

Teachers at the 3 targeted schools will increase their levels of competence and self-confidence with regard to instructional technology. Using a customized version of the Mankato Scale, average teacher scores will increase at least 10% between March 1998 and March 1999.

Benchmarks (long-term):

A modified version of the Mankato Scale (developed by the Mankato MN Public Schools to measure staff progress on technology-related competencies) will be administered in March 1998 and again in March 1999. Scores will be compared to see if there is a 10% increase in the average (see appendix C for a sample portion of this assessment).

Note: This program also includes assessment of success with student reading performance, but these are not included here in this discussion of the Teacher Technology Mentor aspect of the program.

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