The Canyon Independent School District (ISD) is located in ESC Region XVI. The district has 13 campuses and 7,029 students. Eighty-eight percent of the students are white, 10 percent are Hispanic, and 1 percent is African American. Nineteen percent of the students are economically disadvantaged. Eighty-four percent passed all sections of the TAAS.

Canyon ISD has used a combination of local, state and grant monies, and $1,612,000 in 1996 to 1998, to connect its campuses. According to TIE - Technology Needs Assessment data, Canyon ISD has 12 Local Area Networks (LANs) and a Wide Area Network (WAN). The district has Internet access in the libraries, computer labs, classrooms and administrative offices. The ratio of computers to students is 1:6. On average, classes have one computer. Forty percent of the staff have technology skills.

All campuses are connected to the Central Administration building with T1 lines. Nearly all classes (90 to 95 percent) are connected but not all classes have computers. One elementary school is being connected this year. Nearly all computers are connected to the network. Out of the district's 1,300 computers, only 20 to 30 computers are not networked. Fifty to 60 percent of the district's computers are Internet capable. The district's goal is to have in each classroom at least one computer that can connect to the Internet. At the secondary level, all schools and classrooms are connected and 80 percent of the computers are Internet capable. The secondary schools also have computer labs. The school board has allocated $500,000 to install a WAN. In the past 18 months, the district has received a Technology Infrastructure Fund (TIF) grant that will allow the district to connect classrooms in four of the five secondary schools and a TIE grant to equip classrooms with 75 computers. As a result of the installation of new computers in the secondary schools, the older computers were moved to the elementary schools. The district's goal is that by the end of the next year, each classroom will have a computer that can access the Internet.

The district has two full-time technology support positions. Each campus has computer aides. The computer aides are paraprofessionals with varying degrees of computer knowledge. Their main responsibility is to manage the computer labs. They are knowledgeable about the different software programs and can resolve basic computer problems. However, the turnover rate of the computer aides is high. Once they are trained they leave for better paying jobs.

The technology support staff at the district level receive 10 to 20 inquiries a day. The district has recently started using Windows95 and most of the inquiries revolve around this operating system. On some campuses the librarians are a major source of technology support and teachers who have technology problems contact them. If the librarian cannot resolve these problems, the district technology support staff are contacted.

As part of the TIF grant, more staff on the four campuses funded by the grant have been trained. The training should reduce demands for technical support. The assistant superintendent believes that providing training to teachers is the right solution, since it will create a larger base of knowledgeable staff. The trained teachers will both have fewer needs for technical support and will also be able to assist other teachers on the campus who have problems.

With the increase in technology infusion into the schools there is an increase in the need and demand for support. The district would like to have a technology trainer on each campus as well as add six computer aides to serve the campuses. Each computer aide would divide his/her time between two campuses. It is very difficult to find appropriate people who can be hired as computer aides. This technology support personnel problem may have to be addressed regionally. That is, the Education Service Center may become a central training center for support staff who may, after being trained, return to the different campuses.

In its TIE grant application, the district presented a staff development model based on opening the computer labs to teachers after school so that they can spend time practicing and training at their own pace. The district followed this model for a semester and came to realize that teachers did not have a sufficient technology knowledge base to train themselves. The district dropped this approach and initiated a different staff development program that has been very successful. On each campus, computer teachers were assigned to teach specific programs such as basic software, HyperStudio, etc. During the summer, the district trained 280 teachers who attended training classes on a voluntary basis. The same (but shorter) programs are being offered during the school year in the evening. The demand is higher than what trainers can accommodate. The teachers have been most receptive to the training offered. The training has focused on how to use specific software or multimedia programs in the classroom.

Under the TIF grant, the 75 teachers who received computers purchased with the grant funds were required to demonstrate certain technology competencies.

The teachers who participated in the videoconferencing session reported that they had received a wide range and volume of training. For example, a third grade Language Arts teacher reported that she had participated in every training session that was offered on campus, including the training associated with the TIE grant. A high school Geometry teacher also participated in training associated with a videoconferencing grant administered through the regional ESC. The training included seven two-hour classes on learning Math-specific software programs. This teacher makes extensive use of several Math software programs in her instruction. Similarly, two junior high school teachers of History and English participated in the TIF grant training and also got training from a local business consultant in how to use the Internet. This training was provided on campus.

Much of the campus delivered technology-related staff development is provided by librarians. One of the librarians reported that she emphasizes how to use and integrate technology into daily instruction by sharing actual examples of what teachers have done. According to this librarian, training is most effective if the teachers can see the practical use they can make of the software programs being taught. The librarian not only trains teachers but also goes into the classroom to help teachers set up the equipment and observes how they use technology in the classroom. The librarian can also observe how teachers use technology when these teachers take their students to the library that has 12 Internet capable computers.

The elementary schools use Accelerated Reader via a network. The district is also evaluating Classworks-a management program that makes available different software programs based on teacher set objectives. For example, if a teacher teaches multiplication, the teacher can access via Classworks a range of programs from a drill practice program to a higher order thinking skills program depending on the teacher's objectives. The teacher can also access programs suited to the different learning styles of students and direct students to the program best suited to their learning style or need. The district would like to select a single system rather than have each campus choose its own programs or technologies. The Classworks system costs about $250,000 and the district is exploring means to fund this system.

The teachers who participated in the videoconference make extensive use of technology in instruction. Each teacher described how he/she uses technology in different content areas. For example, the third grade Language Arts teacher prepared a slide show on her laptop. Her class uses the Accelerated Reader program. She sees that students are more attentive and interested when they use technology. Her class communicates via e-mail with one of the writers whose stories the students read. That writer has a web page.

The eighth grade English teacher, who has one computer in her classroom captures pictures and downloads information from the Internet as background for short stories the class discusses in English. The class uses computers located in the library. The class is divided into teams and each team is asked to prepare a PowerPoint presentation about a specific short story. The progress made by the students in the use of technology has been rapid, as only last year students used posters to present their book reports. Using technology "has been very empowering for everyone involved."

The junior high school History teacher introduced himself to his students at the beginning of the year with the help of a PowerPoint presentation. He uses computers for researching historical topics (such as old civilizations) that are not well addressed in the textbook. He assigns on a weekly basis a current event project which students need to research on the Internet. During regular lessons, he uses NotePad for brainstorming with the students. The teacher believes that the use of technology empowers his students to think more.

The high school Geometry teacher uses the computer significantly for administrative tasks such as grading as well as for instruction. She demonstrates graphs on the computer using SketchPad and uses PowerPoint for presentations for parent meetings. This teacher believes that the use of Geometry software makes students understand geometric concepts better because of the visual capabilities of the software. "What technology does in Geometry is the grunt work; this leaves students to figure out what it means." Becoming independent learners, however, does not fit the learning styles of all students. The teacher spends much time with her students in the computer lab. Her teaching style has changed from a lecturer to a facilitator.

The district contracted with a local computer company to teach a course in Computer Technician I and II. Thirty students are involved in the course. Students who complete the course can take Microsoft's Computer Technician test and at the end of two years will become certified. The district will benefit from the knowledge gained by these students because they will help maintain the district's computers.

Students who participated in the videoconference described considerable use of technology in different content areas. For example, an eighth grade student prepared a PowerPoint presentation in English, took a test on the computer, uses computers in Science, and submits reports that have been word processed rather than hand written since it is faster.

A senior high school student has used the Internet to do research on Watergate for a Government class. He managed to get more information on Watergate than was available in the textbook. This student also participates in a WebMaster class and learns how to design web pages.

The teachers would like to have instructional materials delivered through the computer network. However, this will require changes in teaching methods, learning methods, and acceptance on the part of parents.

The teachers who participated in the videoconference are experienced users of technology in instruction. While they welcomed the idea of giving each student a computer, they also indicated that four to six computers in the classroom would be satisfactory. The high school Geometry teacher divides her students into six teams; having one computer per team would allow each team to choose their software tools. The History teacher reported that three to four computers would be enough. The students who participated in the videoconference welcomed the idea. One of the students indicated that her sister who is home schooled has all her instructional materials on the computer, and she is "jealous."

The idea of giving each student a laptop computer may not be welcomed by all teachers, according to the middle school principal. Although the trend is positive, teachers who are not yet comfortable with technology may need more training before they would be able to integrate the use of multiple computers in their daily instruction.

At the middle school level, the last six months the schools experienced an "explosion of technology," according to a middle school principal. The school currently has 250 computers. Technology, in the principal's opinion, has enhanced teaching.

The district is in the process of identifying and setting some evaluation tools that will determine the effect that the use of technology has on student performance. The district is developing measures based on the volume of hardware and software per student per campus and will correlate these with students' scores on standardized tests.

At the elementary school level, the district has seen an increase in Reading scores after they started using the Accelerated Reader program. Six of the seven elementary schools achieved an Exemplary status and one has a Recognized status. At the secondary level, students' Math scores increased with the use of different technology tools such as a graphic calculator and changes in teaching styles. The district is unsure how to determine the direct contribution of technology to the increase in scores.

While the use of computers is relatively recent and it may be too early to assess the impact of computers on student performance, high school students in the Canyon ISD have used a graphing calculator in Geometry classes the past six years. A recent study conducted by the College Board, according to the high school Geometry teacher, showed that students who use graphing calculators did better on the non-calculator portion of the advanced placement Math test than students who did not use a graphing calculator in daily instruction. The biggest bonus to using technology, according to the Geometry teacher, is that it shifts the focus from graphing to interpreting the graphed results.

The added benefit of technology, according to the middle school History teacher, is that technology helps to deepen the thought process. The highest level students accelerate much faster with technology. These students, in turn, help accelerate the slower students. The History teacher has seen a significant increase in test scores, which he attributes to the way information is presented to students via technology and what students are able to do with the information.

Teachers in the district use technology for attendance taking, testing, grading, student information, and for better organizing their own materials. Having timely attendance and testing/grading information has had an impact on discipline, according to the middle school principal.

District administrators, like the assistant superintendent, prepare presentations using PowerPoint, do research on the Internet, and share information with school administrators, teachers, and board members. The assistant superintendent also analyzes student information in different ways and tracks student performance by campus and by teacher.

The district has a division that provides assistive technology to students with disabilities. For example, several students with multiple sclerosis use communications boxes specially designed for them. A student with cancer who had to stay home was hooked to the classroom via distance learning. Autistic students have special communication boards designed for them. For two of these students, improvement in communication has been noted.

The district has access to distance learning through West Texas State University, which is located nearby and through the distance learning facility at the Region XVI Education Service Center. The district used the university's distance learning facility to receive the TIE training.

The district is currently in phase 2 of a four-phase process in technology use, according to the assistant superintendent. The district's infrastructure is in place, technology-related staff development has started, and the district is "ready to make the big jump" regarding integrating technology.

The district is beginning grade level meetings to explore the use of technology in instruction in response to the technology Texas Essential Knowledge and Skills (TEKS). "We are right on the threshold in beginning to use what we have." The next phase will be capacity building, which will be followed by the advanced technology use phase. In the highest phase, teachers will "use computers, videos, and distance learning in a coordinated way to deliver the optimum instruction."

The Corsicana Independent School District (ISD) is located in ESC Region XII. The district consists of 11 campuses with 4,998 students. Forty-nine percent of the students are minorities: 31 percent are African American and 18 percent are Hispanic; 51 percent are white. Fifty-three percent of the students are economically disadvantaged. Sixty-four percent of the students passed all sections of the TAAS.

Corsicana ISD has 12 LANs. It has Internet access and ISDN T1 lines in the libraries, computer labs, classrooms, and administrative offices. The ratio of computers to students is 1:17. According to the technology coordinator, the district has only 450 modern computers for its 5,000 students. The district has a long way to go to get the 3:1 students to computer ratio. On average, there is one computer per classroom. Thirty percent of the staff have technology skills.

The Corsicana ISD is in the process of installing its technology infrastructure. The Corsicana ISD completed the installation of LANs in its secondary schools (5^th -- 12^th grades) and is in the process of installing a WAN. Six elementary schools completed a NetSchools project last summer. The district had a bond election last November that passed. With the passage of the bond, the elementary schools will be remodeled; a new elementary school will be built, and the elementary schools' infrastructure will be updated and completed. The new school building that will be constructed with the funds from the bond issue will have two computer labs.

The district is part of ESC Region XII's Education Link 12 Project. The project started recently with the installation of Internet access in September. The district is serving as Region XII's hub for the Dallas LATA because of the expense involved in crossing the LATA lines; several schools are waiting to be connected.

The district also has a visual teleconferencing (VTEL) classroom that is almost ready; the VTEL classroom was funded by the TIE grant. The VTEL classroom will be connected to Navarro College. Southwestern Bell installed the VTEL classroom and is helping with the WAN installation.

Most elementary school classrooms have Macintosh computers-many of these are older. Teachers are using them mostly for programs like Accelerated Reader. At the elementary schools, technology is not yet integrated into the curriculum.

All classrooms in the middle schools are connected to the Internet. The use of technology at the middle school level is more integrated. There are four computers in every Reading and Math classroom. The middle schools use the Jostens Learning System curriculum. Teachers received training from Jostens on integration of technology. The distributed model currently used with the Jostens curriculum is not working as well as expected. Teachers are having a difficult time because classes only have four computers and it is hard to give all students timely and sufficient access. The district has bought mostly PCs lately because most of the software purchased in the past year is Windows-based.

At the high school level, every classroom, except seven, has at least one computer with direct access to the Internet. The Science teachers use carts to transport the large monitors (32" monitors) and state-of-the-art equipped computers. The school bought six computers with large monitors with funds from the TIE grant. Two more computers were purchased with the activity money. The high school hopes to use funds from the recent bond to get more equipment. The alternative high school has one computer per classroom.

The technology coordinator is responsible for coordinating the technology support districtwide. The technology coordinator position was established two years ago. Technology support is provided by a variety of personnel. For example, the high school computer lab manager who is a technician provides some support. Region XII ESC staff also provide some support. In addition, the district has an outsourcing contract. Because many computers are still new they are covered by warranty and supported by the manufacturer. In addition, schools are finding alternative ways to have on-campus staff who can support their technology. For example, the computer literacy teacher is getting alternative certification. This teacher teaches two-thirds of the day and uses one-third of her day to provide network support. This teacher can identify the problems associated with the network and the technician then goes on site to fix the problems.

The district, however, is moving to a more formally organized support method. The technology coordinator just completed the design of a form for teachers to fill out if they have a technology problem. Once filled out, the teacher hands the form to the principal who, in turn, contacts the technology coordinator. The technology coordinator determines what support resources are needed and who can fix each of the problems.

The area of technology support is a big concern to the district and will receive increased emphasis in the district and campus technology plans. The district recognizes that the need for technology support will grow with the proliferation of technology. The district also recognizes the need to have personnel on site who can provide support. They are considering hiring a technology instructional specialist for each campus who can also serve as a troubleshooter. This model of support has been effective at the middle school and high school. The schools that have a technology knowledgeable teacher on campus do not need as much assistance from the technology coordinator.

According to the director of curriculum, there is an enormous need for staff development because of all the technology infusion. Jostens Learning Systems has provided software training on its program to the teachers in all the schools that use the program. The district provided staff development during the summer (nicknamed Cyber Summer) in different software programs, the use of Windows, and the Internet. Training has been provided, in addition to Jostens Learning Systems staff, by the ESC, consultants, and by district staff. The district also offered a three-day session devoted to the integration of technology into the classroom. The objective of the integration program was to develop lesson plans that integrate different resources in the community such as the planetarium in Navarro College and Pioneer Village. The principal of the middle school encourages teachers to integrate what they will do in the computer lab and in the library into the lesson plans. The district hopes to have more people in the district who can provide staff development so that the district would not have to get people from outside. The district even considers using some students who are experienced with multimedia to train the teachers on the multimedia equipment.

The district technology coordinators trained staff in different schools on how to prepare multimedia presentations using tools such as PowerPoint. The training has been effective because the teachers began to use the PowerPoint program significantly thereafter. The teachers "went way past what the training contained." According to administrators and teachers, there is great interest on the part of the teachers in all technology-related staff development. More teachers sign up for training sessions than can possibly be accommodated. Programs are available after school, during the day (during teachers' conference time), on campus and in the classroom.

The Corsicana ISD has also created a mobile teacher training lab called the Magic Cyber Bus. The bus has new computers in it and travels around to the schools. Teachers come to the bus wherever they have time and work with the equipment. The district is now looking to hire someone to manage the bus and train the teachers.

Staff development is also addressed through peer training; this appears to be an effective teachers' training model. Middle school and high school teachers who are knowledgeable in technology train other teachers and serve as models and mentors. For example, a computer literacy teacher in one of the middle schools trains and helps other teachers with technology. Also, the technicians who manage the computer labs on the campuses provide some training to teachers. In the past, most of the staff development related to equipment and software use. The focus has shifted at present to how to access the Internet, how to get students involved, and how to integrate multimedia.

The greatest need in the technology-related professional development area is for teachers to find the time to participate in training. Another barrier is the lack of sufficient technology equipment in the classrooms. Teachers who go through technology-related training often cannot apply it because they do not have the equipment available in their classroom.

In addition to the Jostens Learning Systems program the district is using the Lightspan program in Reading and Math in the extended day program. The district is trying to extend the Lightspan program to the home. Because the school started using the program late in the year, teachers are being trained at present in the program. About 30 percent of the students in the district have computers at home.

Some teachers are exploring the use of electronic instructional materials via computer networks or the Internet. However, classrooms have had Internet access only for two months. Some middle school teachers use Internet-based materials when they do research but not in the classroom because of lack of access.

The principal of the alternative high school that has a dropout prevention program offered an example of the impact of technology. The alternative school wanted to get more computers and decided to participate in a competition to win Macintosh computers. As part of the competition, the students had to create a technology project and design a web page, brochure, and newspaper. A local computer businessman came to school to show the students how to create a web page. The students were extremely excited working on a cross-curriculum integrated project. The teachers put all computers into one room in the school to allow the students to work on the project. "They learned teamwork, collaboration, problem solving, organization, gathering data. They learned how to apply technology, hands-on." Some students used equipment, such as scanners, that they had at home to work on the project. The school does not have a lab or a computer instructor. Teachers and students learned from each other. While working on the project, attendance improved. Absenteeism at the school, normally very high (20 out of 60 students), dropped to six towards the end of the project. Students were eager to attend school and felt bad if they had to miss a day. Even a student who has had a school phobia was drawn to school because of the technology project.

The campus held an open house where the technology project was presented. In the past, open-house events were poorly attended; very few parents showed up (three to five parents). This time, over 100 people attended. The students gave a PowerPoint presentation with music and other sound effects. The program was spotlighted on the local television channel. The school plans to make this an ongoing project, giving e-mail links to teachers so that they can communicate with parents electronically. At the completion of the project, the school administration wants to meet the students' technology needs to keep their attendance and interest.

The district is in the process of transition, moving technology from the lab and integrating it into the classroom and into daily instruction. Multimedia programs provide a new dimension for teachers on how to present to the class. Through the use of technology teachers are more involved with the students. The role of the teacher changes; the teacher becomes more of a facilitator.

Teachers who use the Jostens Learning Systems program as an enrichment and tutorial tool on a regular basis have seen some improvement in performance. The Jostens program has been used fewer than six months in the middle school and for one year in the high school. It is difficult to determine whether the program has led to improvement in students' academic performance. Data provided by Jostens Learning Systems on use by schools in other locations show significant academic improvement.

The district administration is using the WinSchool program for attendance taking and scheduling. The program appears to have had a significant impact on administrators at all school levels.

At the middle school level, the administrators appreciate the WinSchool module that allows the user to pull up a list of information on a student. When parents contact the principal, information on attendance can be retrieved; parents are often not aware of their child's attendance rate. The system can also provide information on the student's grades. In prior years student information was distributed in several offices. At the middle school, the principal had to go to several offices to get all the information he needed about a student or to seek it from multiple sources (teachers, counselors). Now all the information on each student is in one place. At the present, the teachers still provide hard copies to the administration. In the high school, teachers are starting to provide this information to the administration electronically.

The use of the WinSchool program has had a significant impact, according to the principal of the alternative high school. In the past, it was difficult to get timely information on absences or have such information available when parents called. The WinSchool program is excellent in providing timely attendance information. Consequently, the administrator can mail a letter of warning after three days of absences and follow-up with a second letter of warning on the fifth day. On the sixth day, the absent student can be declared truant. The immediate and timely response by the school to student absences has resulted in students returning to school on the sixth day. Students actually appreciate the technology-based attendance system. The immediate action taken by the administration proves to the students that the administration cares while "nobody cared before" because the system was slow and did not respond in a timely manner. The principal feels that the WinSchool Attendance program "allows us to stay on top of it."

The WinSchool system has also helped the alternative high school principal in communicating with the regular high school that feeds students to the alternative school. This also allows a quick exchange of information. Parents have really been impressed with the fact that the school has the information in this organized manner: "We have become their first resource."

The desired computer capacity at the classroom level depends on the teacher and the teacher's ability to use cooperative learning strategies effectively, according to the director of curriculum. What the teacher is trying to teach is also a factor, because at times everyone needs to be on the computer at the same time. Some teachers consider five to six computers the desirable classroom capacity.

The middle school principal thinks that with access to a computer lab, four to six computers are adequate in the classroom. Some teachers, according to the technology coordinator, want eight computers in the classroom so that a third of the students can be working on computers at a time. The ultimate, according to the teachers and administrators, would be a computer for each student.

The district has not made specific efforts to address special populations. The district's philosophy is to meet the needs of every student. The district has a growing ESL population. Part of the Jostens Learning Systems program is the Steps program, an ESL program that the district uses. The program is available to ESL teachers on the high school campus, at one middle school, and at two elementary school campuses. Parents have expressed much appreciation for the program that goes home with the students so that the entire family is involved. The program, according to the technology coordinator, should be available to all teachers.

Distance learning is being installed at present with funds from the TIE grant. By the end of the semester, all schools in the county will have distance learning capabilities. The district is part of a countywide distance learning consortium. Distance learning was present in a limited way as instructors from Navarro College taught from one of the middle schools using a GTE ring. The district is now connecting the other four schools to the distance learning network. Spanish and Math (Pre-Calculus) classes are being taken from other schools in the county. In return, the high school may offer French to other schools via distance learning. The district also plans to offer staff development via distance learning. Last summer the district offered some distance learning training for teachers addressing how to plan a lesson and how to use the equipment.

The use of distance learning has created added demands on the district. The district needs to plan the different courses. Distance learning scheduling across schools is a problem that has to be addressed. There is also a need to coordinate the textbooks across schools because students in different schools in the county use different textbooks. Consequently, if schools were using electronic materials, textbooks would not be a problem.

The parents are not aware of distance learning but are expected to show considerable interest in it.

The district's main strengths vis-à-vis technology are represented by the support expressed by the district superintendent and the board. The community is also supportive.

The district indicated that its main weakness is in the area of technology-related staff development. Technology training is hampered by the lack of time on the part of teachers to participate in training. Also, the district's technology support program is not sufficient to meet the needs.

The district envisions more technology infusion in the next two years. "The excitement about technology is catching." Teachers learn from teachers who use technology. The district's goal is to get all classrooms connected to the Internet, have e-mail, and have all teachers technology trained. "We have come so far in the past two years, we have to catch up with where we are," according to the middle school principal. The challenge is that "we need time just to learn what we have."

The primary goal of staff development for the next two years, according to the director of curriculum, will be to train the teachers to understand that the software is not something separate from the instruction the teacher normally provides; that this software is "an integrated approach to teaching."

In the next two years, the technology coordinator would like to see a device that students can plug in and download materials from the server.

The Houston Independent School District (ISD) is located in ESC Region IV. The Houston ISD contains 13 districts, 286 campuses, 209,375 students, and 26,000 employees, 13,000 of whom are teachers. Eighty-nine percent of the students are minorities: 52 percent are Hispanic and 34 percent African American; 11 percent are white. Sixty-five percent of the students are economically disadvantaged and 24 percent are bilingual (ESL). Sixty-four percent of the students passed all sections of the TAAS.

The Houston ISD has 300 LANs and a WAN. It has Internet access in libraries, computer labs, classrooms, and administrative offices. The computer-student ratio is 1:8. According to TIE data, 30 percent of the Houston ISD staff have technology skills.

The Houston ISD began to establish its technology infrastructure in 1993. The district presented its technology vision in a document titled "Beliefs and Visions for the Use of Technology." The district retained a consultant to develop a strategic plan. The plan was approved in November 1994. The district completed Phase I of its technology strategic plan in March 1996; this phase addressed connectivity to all campuses, including LANs and Internet access. Currently, all libraries are also connected. During Phase I, the district implemented a student information system. Last September the district implemented a districtwide financial system (SAP) which has freed up administrative time.

The district manages its technology infrastructure remotely from the central administration. Central administration has a Technical Support Center. The Center's focus is on instructional technologies for teachers and on technology-related staff development. The focus now is on technology in the classroom. Because the Houston ISD is a decentralized system with site-based management, the central office provides communication and technology to the "point of demarcation." The schools decide how to implement technology in their campus and classrooms.

The number of computers per classroom ranges widely across schools from none to 30. On average, classrooms have one to three computers. Some schools are model technology schools while others have little technology. According to the assistant superintendent, equity is a problem; this is aggravated by the decentralized management philosophy of the Houston ISD.

The Houston ISD's technology plan addresses districtwide initiatives. The district has several districtwide initiatives such as a Reading initiative and an Algebra 1 initiative. The central office supports districtwide initiatives by giving them access to all the resources.

The Technology Department has six divisions. These include the Division of Strategic Planning; Instructional Technology and Technology Training; Networking; Applications; Technology Support (Help Desk and hardware), and Operations. The Technology Department has 176 employees with decentralized customer service representatives (CSRs) and decentralized data specialists who assist with PEIMS data and with other data collection requirements. The Houston ISD has one technology staff per 300 workstations compared with the business sector that has one technology staff member per 78 desktops.

Technology support for hardware and software is provided through the Help Desk at Central Administration. Central Administration supports 300 remote sites, 278 schools, 325 file servers, and 36,000 workstations, 12,000 of which are networked. Help Desk staff can address some problems by telephone or dispatch a hardware/software technician to the site. The Help Desk uses remote software that can attach to the teacher's workstation and diagnose the problem. The Help Desk supports all the districts' standard application programs. The Help Desk receives 400 to 800 calls daily. It manages to resolve 60 percent of the problems at point-of-call.

The CSRs are located at each of the 13 districts' offices. These customer service representatives provide desktop support to teachers at the campus level. There are also hardware technicians at the campus level.

Any staff member who has a technology problem can call the Help Desk and is taken through an automated call distribution system. When Help Desk staff get the call they can bring up on screen all the pertinent information about the caller. This gives the caller a feeling of friendliness. The Help Desk support staff categorize the problem, address it or refer it to the appropriate resource. All the data pertinent to the call are added to the database. If the problem is instructional, the Help Desk refers the call to the instructional technologist. The number of calls regarding instructional problems surpasses the availability of instructional technologists. Central Administration is aware of the need for on-campus instructional technologists. Hopefully, the teacher technologists who are currently being trained will constitute a valuable resource for addressing these issues. The goal of on-campus support staff is to resolve problems that cannot be resolved at point-of-call within three days.

The Technology Department faces several challenges. These challenges include the following.

• Get users trained so that the users themselves can handle more of the problems.

• Technology support staff retention. The Technology Department finds it hard to retain trained technical employees.

• How to address hardware and software obsolescence.

• Cost of ownership: implementation and support of hardware and software standards.

The district recognizes that "technology would not make a major difference until users are trained." The district faces a double bind regarding technology-related professional development. Teachers and other staff do not seem to have enough time for training and the district does not seem to be able to offer enough training or have a sufficient number of trainers. In a recent staff development day for elementary school Language Arts, 250 teachers were expected to show up; instead, 450 teachers came.

The Training Department has administrative and instructional staff whose role is to train teachers and administrators in the use of technology. The Training Department offers a wide range of training programs. Last year it offered 70 different types of technology-related training programs and trained 10,000 staff. The district offers evening and Saturday training sessions. Of the professional development offerings, about 10 percent deal with how to use the hardware and software and 90 percent address how to integrate technology in daily instruction. The number of professional development hours teachers have varies greatly. The district is looking into the delivery of staff development via videoconferences. At present only five out of the 13 districts have video capabilities.

The Training Department determines the professional development needs of staff by examining the districtwide initiatives, analyzing the TAAS scores to pinpoint weakness areas, and getting input from teachers' user groups. Subsequent to this analysis, the department assesses whether technology tools can help in addressing these professional development needs.

The Training Department provides training on the standard software applications the district uses. The department also provided the training to teachers associated with Algebra 1 initiative under which each teacher received a laptop. The initial training for this program was offered during the day. The district provided substitute teachers for the classrooms of the teachers involved in the Algebra 1 initiative. The Algebra 1 initiative provided a focus for giving teachers laptops. The teachers had to come to a five-day training in the summer before they were issued their laptops. These teachers also have e-mail and an Algebra Forum where they can share ideas and information. Training is also offered after school hours on different Algebra software programs. This training is voluntary.

During the summer the district offered an advanced training technology institute. Teachers had to apply and get a stipend. The institute was a weeklong program that was offered in collaboration with local museums. The teachers who were involved in the institute developed a multimedia tool to help students understand what is going on at the museum and the zoo. Teachers also developed simulations (Math to Mars) incorporating Math and Science in collaboration with NASA.

The district has a technology travel grant program. The grants are given on an application basis to teachers for traveling to Texas technology conferences. The district awards about 200 travel grants to teachers annually.

Currently, the Technology Department is training teacher technologists at each campus; the teacher technologists will start serving in this capacity in January 1999. Staff will go out and work with these teachers on-site. The teachers selected to become teacher technologists have a technology background. These teachers are expected to bring a minimum technology standard to their districts. Training will be provided via a combination of Internet and on-site.

Technology Department staff assist campuses in developing technology plans and integrating those into their campus improvement plans. The Technology Department updates the district's technology plan based on input from many committees.

The Houston ISD has integrated technology in instruction in a number of programs. For example, the Maya Quest program allows students to participate with professionals in a bicycle ride though South American archaeological sites. Similarly, the visualization capabilities available through the Algebra 1 initiative have opened teachers' eyes to all the unique possibilities of the use of technology. The program enables teachers to do things that cannot be done on a blackboard. Another program using the Dream Writer has been very successful. The district is piloting a robotics project which helps students better understand the applications of Physics by designing a program that enables a robot to think for itself.

The district's Vocational Education Department is planning to collaborate starting this spring with Cisco and Microsoft on a two-year certification program. The district purchased Computer Based Training (CBT) courses and set up a CBT lab to train staff and students involved in the Cisco-Microsoft program.

Students who participated in the videoconference described a variety of ways in which they use technology. Elementary school students use technology to do research and prepare papers and presentations. In the elementary school Science lab, the computer aids students to remember lab rules. The Science lab instructor uses the computer to illustrate and demonstrate science concepts. The ability to visualize and repeatedly show these concepts makes the computer "an incredibly effective tool."

Middle school students use computers in Math to build Math skills and practice for the TAAS. A seventh grade student, who takes a Media class, is designing a web page for the school's dance team.

High school students use computers extensively in Algebra and Geometry. Every lesson is built around the teacher's presentation followed by students' self-paced work on the computer. The Math software has tutorials and online tests and students can determine daily where they need further study.

Houston ISD is in transition. The number of computers in the classroom level ranges from none to 30. District technology staff and the teachers who participated in the videoconference regard a 1:6 computer-students ratio as a "good" model. Teachers in some schools want a computer for each student. The district is piloting a program where students can borrow computers to take home. The number of computers available in the classroom is a variable that the district's technology-related staff development program addresses. Some of the training programs show how technology can be used with different technology configurations.

The district's technology infrastructure supports districtwide e-mail. Consequently, the ability of staff to communicate with each other and with staff from other schools and districts has increased. All staff can also access the Internet.

As part of the Reading initiative, all Reading classrooms have technology. The district has also implemented the Reading Star Test (a standardized test) across the district, so students can be assessed as to where they are and how much progress they have made.

Teachers who participated in the videoconference indicated that the use of technology has had an impact on instruction. A high school computer lab manager reported that she spends more time in one-on-one situations with students than she used to when she was a classroom teacher. She has changed her teaching style and has become more of a facilitator. She believes that her teaching is more effective "just because of the learning style associated with computers."

The Algebra and Reading initiatives brought better performance from students. Improved academic performance was due, according to the assistant superintendent "primarily because we focused on students doing better and using different tools including technology." Students are more attentive to technology; their interest is sparked by technology. "Technology is here! We have to find the appropriate use of technology in the curriculum. Having students take control of their learning is what we see when we bring the Internet into the classroom."

The use of technology, according to the director of curriculum, brings "a whole new outlook in terms of availability of data, the resources that can be pulled to assist students, and the variety of materials they come up with."

A three-year survey conducted by Rice University compared students who have been exposed to technology to students who have not. The study showed that those exposed to technology learned at a greater speed than students that have not used technology. Although the study did not explore the impact of the use of technology on academic performance, a Rice School teacher who has been involved in the past three years in a technology intensive distance learning project reported that her students "are doing a more advanced job of learning." Students who did not pass the TAAS when they first enrolled in the Rice School have become academic achievers. The teacher attributes the students' significant academic progress to "being exposed to all the resources and tutoring" they got via technology.

An elementary school Science lab instructor has witnessed changes in students' retention, behavior and ownership. Technology helps students retain information and makes students more deeply involved in the learning process. Students reinforce each other. The locus of control is transferred from the teacher to the students.

The use of technology has a marked impact on students' reading and writing. Using the computer and the Internet "forces" students to read. They develop superior research skills by having to search multiple sources and sift though a large volume of information. Students' mental processes are beginning to change when they access the Internet. "Time ceases to exist," a situation that is uncommon under traditional classroom circumstances.

Technology has had an impact on administration although it was not the only factor. For example, when the district implemented the Student Information System, the dropout rate was over 10 percent. One year later, the dropout rate decreased to 5 percent. The change in the dropout rate can be attributed to the attention focused on dropout and retention, with the support of the system that allowed the district to track students' attendance.

The district has a large number of adaptive devices. A web site on instructional technology is maintained by the district that includes information on many adaptive technologies. HISD has just completed a plan for staff development for special education teachers in the use of adaptive technology. The training was planned to start in November.

HISD has targeted bilingual programs and implemented similar programs for bilingual teachers.

The Houston ISD currently has four campuses on Owlink. Owlink is a pilot program developed in collaboration with the state and Southwestern Bell. The Owlink program is being expanded to two more campuses. The district also plans to develop a virtual school. This will target students who are home-schooled or who attend charter schools or private schools.

An elementary campus involved in Owlink, collaborated via distance learning with two high schools in Houston, two high schools in the Rio Grande Valley, and with Rice University. The class that was involved in this project was a multi-age (grades 3 to 5) and multi-language class. Each student had a computer. Some of the lessons were online. The class worked with a group of experts: archeologists in the rain forest, a scientist involved with whale watching, an astronomer, and a robotics specialist. The students, all proficient in a wide range of software programs, taught eighth grade students from another school how to do presentations with PowerPoint. The students also conducted research and prepared reports on topics that the four collaborating schools selected.

Houston ISD's distance learning capabilities also accommodate students in one school who are interested in a class given at another school. It is more cost efficient to give these students access via distance learning than to move them to another school. The four schools involved in distance learning now offer Algebra for 8^th grade and Calculus. The distance learning programs require significant coordination and training of teachers.

The district sees its major technology strengths in its careful planning, adequate training, support of district technology standards, monitoring, and having a technology vision. The district values the strong support its administration provides for technology use and its success in building a solid technology infrastructure in light of the competition for qualified technical staff. The technical staff and their dedication are also a strong point. Many campus level principals are strong supporters of technology.

The district's technology staff look at the wide range of technology infusion at the campus and classroom level (attributed to the site-based management practice in the district) as an area that needs improvement. Another area, which needs to be addressed, is the development of an obsolescence plan for technology that will specify how long the technology will be supported.

The Keller Independent School District (ISD) is located in ESC Region XI. The Keller ISD consists of 14 campuses and 12,628 students. Eighty-six percent of the students are white, 6 percent are Hispanic and 3 percent are African American. Thirteen percent of the students are economically disadvantaged. Seventy-nine percent of the students passed all sections of the TAAS.

The district has 15 LANs and three WANs. It has Internet access in the libraries and administrative offices. On average, classrooms have two to four computers. The ratio of computers per student is 1:6. Five percent of the staff have technology skills.

The Keller ISD has 14 campuses. The district has LANs on every campus. Four of the campuses, two high schools and two elementary schools, are currently also connected to a WAN using T1 lines. The district is using a $4 million bond initiative to install fiber optic connections to all campuses (OC3, OC12) creating an ATM network. Keller plans to have voice, data and video capabilities installed by June 1999.

The high school campuses have computer labs with 30 computers in each lab. Each high school has eight to ten computer labs. The high school classrooms are wired but there are no computers in the classrooms. Several language teachers have computers in their classrooms. The elementary schools have four computers in each classroom. The elementary schools have Macintosh computers and the secondary schools have PCs. Having different computers at the elementary and secondary levels has created connectivity (WAN) problems which the district has to address.

All teachers in the district have laptop computers. The district has been giving laptops to teachers in the past five years. The teachers get laptops when the district hires them. The laptops are periodically replaced with newer models. Older laptops are moved to mobile labs for word processing. Students can check out those laptops to do their homework.

The district has six computer technicians at the district level with a full-time trainer position established this year. Each campus has technology specialists; the technology specialists are teachers who are paid a $1,000 stipend a year to address minor hardware and software technical problems. The technology specialist must make time to assist other staff on campus with their technology problems; assistance is provided after he/she completes teaching or during free periods. If the campus specialist is unable to solve the problem, it is communicated to the district's technicians. The greatest technology support need is to minimize the lag time waiting for technology service at the campus level.

The district is trying to decentralize the technology support function and is considering several alternatives. The goal is to have a full-time technician and trainer at each campus. The district is also considering the use of librarians or library aides as technology specialists rather than teachers.

Each teacher is required to have 30 hours of training before they get the laptop computer. The training takes place in the summer. The training covers basic technology applications and addresses, to a limited extent, the integration of technology into the curriculum. This training program, according to district staff, is not sufficient.

To provide more comprehensive training in the use and integration of technology into instruction, the district has developed Project Teach. Project Teach consists of 120 hours of intensive training: 90 hours of core training and 30 hours of follow-up. The project started last year. Project Teach is an extensive in-service for integrating technology into the curriculum. It uses an investigative approach. Its focus is on turning software applications into a tool in the classroom. Project Teach shows teachers how to develop a curriculum that uses and integrates technology. Project Teach also addresses troubleshooting to build teachers' comfort with equipment. Currently, Project Teach addresses Kindergarten through 6^th grade but the district plans to extend it to higher grades. The project uses the "each one teach one" strategy so that teachers can train other teachers. During the follow-up period teachers meet once a month to share and discuss how they have implemented technology and how to manage the integration of technology into daily instruction.

According to teachers who participated in Project Teach, the "each one teach one" approach has been effective in spreading the use of technology among teachers. When teachers who did not participate in Project Teach see what students can produce with technology, they go to the teachers who have been trained in Project Teach and want to know how they can do this. The teacher who has been trained shows the other teachers how to use the technology. Once these teachers start using technology, they want to know more.

The original version of Project Teach was developed in another school district (New Braunfels) through a TEA grant. Keller ISD adopted it when one of the staff moved from New Braunfels to Keller. Project Teach trained 205 teachers during the first year. The model is being further refined to match the district's needs and its high growth. Keller ISD is adding 1,000 new students annually. The 90 hours of core training that Project Teach requires pose a problem: teachers do not have the amount of time required for training.

In Project Teach, technology is not added to the curriculum; it is integrated. The teachers who go through the training are shown how to integrate the computer applications into daily instruction and given actual examples of integration. The integration emphasized during the training is not the practice and drill type of integration. For example, students conduct a survey, enter data into a spreadsheet and present the data in graph form. Students spend a considerable amount of time transforming and manipulating data. This type of technology integration excites and motivates students ("students love doing this," according to the Project Teach trainer); it also develops their higher order thinking skills.

The 90 hours of core training start in the summer: three weeks of 30 hours each. Training is cross-campus. The district started with the training of 23 teachers. They received a grant from Texas Western University (TWU) and trained 21 more teachers. Project Teach expanded when one of the campuses wanted all their teachers trained. Project Teach was modified so that its 90 hours of core training include 11/2 hours of practice a week. The 30 hours of follow-up include three hours of group meetings each month. When teachers meet monthly they bring their work to demonstrate and discuss with other participants. These monthly follow-up meetings also provide an opportunity to share information and get ideas from other teachers. Teachers who went through the program "found that the integration is an on-going process. It can't be a one-time shot. It must be evolving." Training is also provided to administrative and other non-teaching staff.

The major challenges facing teachers in the integration of technology into the classroom are classroom management and time; that is, how to arrange the schedule to give each student time to work with computers and how to use the equipment in the most effective way.

Project Teach is currently applied to Kindergarten through 6^th grade. Recognizing that the 30 hours of laptop training the district provides for secondary school teachers is inadequate. The district wants to extend the Project Teach training model to upper classes by the middle of next semester. The district wants all its teachers trained in the use of technology because the district sees danger in training the younger students in technology and then sending them to the middle school where they do not have access to the same level of technology (due to insufficient teacher training). Moreover, teachers find it very frustrating to get extensive technology training and not be able to implement it in the classroom because of lack of equipment and connectivity.

Teachers who participated in the videoconference described technology use at the classroom level. For example, the 4^th grade teacher has four Macintosh computers and a laptop computer. One of computers has a CD-ROM. Students go to the computer lab for 30-minute sessions. Each student submits his/her work on a disk to the teacher. The teacher works one-on-one with the student to review and edit the work on the disk. The teacher would like to have 10 computers with high capacity graphics capabilities in her classroom thereby having a student-computer ratio of 2:1.

The 6^th grade teacher has three Macintosh computers and a laptop in her classroom. The Macintosh computers are set along one wall in a straight line. Students work on the computers individually or in teams of two. Giving students enough time to use the computers is an on-going problem. The teacher uses computers in every session (3 sessions a day) and projects to introduce new topics in class. The class also uses the computer lab on a sign-up basis in the afternoon. The teacher does not give homework assignments that require computer work. Ideally, the teacher would like for each student to have a computer but would be satisfied with five to seven computers in the classroom. The teacher recognizes that giving each student a computer isolates the students and diminishes verbal and oral collaboration among students.

Both teachers consider having computers in their classroom a high classroom priority.

The use of technology has changed the way teachers teach. With the use of technology teachers have become more student-centered. "Students buy into the reality of what they are learning rather than using a book that conveys particular information", according to one of the teachers who participated in the videoconference. Instruction had to change to facilitate this. There is a strong emphasis on cross-curriculum integration; using multimedia brings different areas together.

Teachers have become more comfortable with technology through the use of laptops. Seeing other teachers work on their laptops is a key motivator to teachers to use technology. More teachers are taking their laptops home with them now. The connectivity systems being installed will allow teachers to use their laptops at home to connect to school. Teachers use the laptops in a variety of ways. Some teachers prepare a weekly newsletter for parents; others save all their work on the laptop. The laptop given to teachers by the district has made employment in the district attractive since getting a laptop is regarded as an important perk.

The more technology advanced teachers are amenable to moving to electronic-based instructional materials as an update source or replacement for textbooks once their classrooms have Internet access. The importance of textbooks is perceived differently in different content areas. For example, in Math, textbooks are very important. In other areas, students get initial information from textbooks, but then rely on other sources. Textbooks need to be regarded as one of the information sources that students use. Some parents in the lower grades may object to the use of electronic instructional materials because they are used to having paper textbooks.

Impact on Student Performance

Assessing the impact of technology on student performance requires a long-term approach. Teachers attributed significant benefits to the use of technology by students. The manipulation of technology as a tool develops students' critical thinking skills. Technology supports spontaneity in writing and makes students more aware of details, planning, and sequencing. Technology use increases students' creativity. Through technology students manipulate information and use it in different ways rather than just memorize it. At-risk and lower performing students rise with this type of process and thinking. These students use multimedia as an avenue to demonstrate their thinking skills. Their thinking capabilities do not always become evident through the use of traditional paper and pencil processes. Using technology encourages students to learn from each other and thereby give validity to what they know. Technology use and connectivity also allow students to share their work electronically across grades or campuses.

Students' writing has been greatly enhanced through the use of computers: "they feel freer and more relaxed." They integrate writing with graphics and other media. According to a 4^th grade teacher whose students spend 30 minutes daily on the computer, students have become reluctant to use pen and paper.

The use of technology for administrative tasks is about to be implemented. New connectivity will automate the attendance-taking task and relieve the duties of the attendance clerks. Administrative personnel will be utilized in a different way. Teachers will have an electronic grade book. This will also enable parents to access information about their child online, through a web site and via an electronic portfolio. Parents are embracing the technology. Moreover, having connectivity in the classroom can be used by teachers to communicate with parents and show parents examples of their child's work. The district regards this use of technology as a way to bridge the gaps between home and school and plans to train parents and community members.

The district's technology plan addresses all student populations equitably. The district has certain classrooms with assistive hardware and software for students with disabilities. Some of the regular classrooms also have special software that is being used by students with disabilities. The focus, until last year, was not on special education and technology. The district is presently assessing the technology needs for special education students.

The district does not have distance learning capabilities at present. The district is working with the Region XI Education Service Center to set up distance learning for the two high schools. The infrastructure is in place and implementation is planned for spring. The district will work with a local junior college that will offer a staff development program for the district. The staff development program is interactive and addresses vertical alignment and TEKS integration.

The district is in transition regarding the use of technology but has the commitment from teachers, administrators and its board to make technology an integral part of teaching: "We don't need to do a sales job on that. . ." The district also regards the infrastructure it is implementing as comprehensive, providing connectivity and voice, video, and data capabilities.

The district identifies technology training as one of the key areas that need improvement. The challenge facing the district is how a fast growing district can meet the needs and provide every classroom with teachers who are able to integrate technology use into daily instruction. The district recognizes the need to develop effective training models that merge instruction and technology. These models may require more trainers such as campus level facilitators working as curriculum and technology specialists. It is unclear at this time if more staff needs to be hired or whether the positions of existing staff need to be reconfigured. The district hopes to have such a model by next year. The district is developing a group of trainers, through train-the-trainers approach, for Project Teach. This is an outcome of the high demand for Project Teach training on the part of teachers. The single Project Teach trainer the district currently has is unable to meet the demand and had to identify teachers who went through the training and became highly proficient to serve as assistant trainers.

Lake Worth Independent School District (ISD) is located in ESC Region XI. The district consists of five campuses and 1,696 students. Sixty-one percent of the students are white, 32 percent are Hispanic, and 6 percent are African American. Fifty-eight percent of the students are economically disadvantaged. Sixty-one percent of the students passed all sections of the TAAS.

The Lake Worth ISD has one LAN and one WAN. It has Internet access in the libraries, computer labs, classrooms, and administrative offices. The computer to student ratio in the district is 1:17. One average, classrooms have one computer. Thirty percent of the staff have technology skills.

The Lake Worth ISD was one of two districts in Texas and 23 districts nationally named a "gravity breaking" district. A gravity breaking district is a district that has been using technology that directly affects students in the classroom. Its technology has been largely funded locally, with the exception of two grants.

The district completed the installation of a fiber optics backbone connecting all campuses. The high school is connected with a T1 line and will have a teleconferencing capability later this year. Faculty from Tarleton State University, a local university, will teach high school courses in the spring via distance learning.

The district has integrated the Internet to a great extent in daily instruction. The district has about 500 computers. Every classroom is wired and has a computer. The schools also have computer labs and are all interconnected. All computers are connected to the Internet. Lake Worth was one of the first school districts to have Internet access in every classroom; classrooms have had Internet access for the past two years. Every classroom also has a telephone for teachers to communicate with parents. Each campus has laptops which teachers can check out to use in class or take them home. Each campus also has projection units that can be checked out by teachers for classroom use. All administrators use laptops.

The district put the higher end PCs at the high school. The elementary schools have mostly Macintosh computers. The district typically does not buy state-of-the-art computers because of their high costs. The district constantly repositions computers to maximize their use. Typically, classrooms have one computer. Elementary school classrooms are more likely to have two computers, usually Apple IIs.

All teachers and many students have e-mail addresses. It is very common for students to communicate with the superintendent or with other staff through e-mail. In January 1999 the fourth grade students will get laptop computers. Also in January 16 to 17 districts will have telecommunication capabilities through funds from a TIF grant.

Technology support is provided by a computer lab technician who takes care of computer maintenance and by an instructional technologist. The instructional technologist position is a new position. The role of the instructional technologist is to help teachers use technology more efficiently. The district also has three staff members who handle network administration. Each campus has a technology support staff member who is designated by the principal. The campus technology support staff member may be a teacher or an aide; they get a stipend for providing assistance. Schools have designated specific times during the day for technology assistance.

Problems that the campus technology support staff cannot solve are reported to the district technology support staff via e-mail. Teachers can e-mail from any computer on campus. Campus technology support staff used to get 25 requests for support daily from teachers. Now teachers are more comfortable with the technology and can help each other, so the number of requests for support has decreased. Each campus is visited weekly by one of the district's technology support staff. If the problem is urgent, district support staff will come to the campus as needed. The district also has a part-time staff member who monitors and updates the web page.

The instructional technologist is in charge of technology-related training. The instructional technologist reports to the director of curriculum. Training is offered during the day. The instruction technician identified through the principals what time periods are available for training. The district restructured the schedule at schools so that all teachers have conferences at the same time and can use these periods for training. The daytime training program has been very successful. Last year, training was offered after school and was voluntary. This year, some of the training is required. The district specified levels of technical competencies required from staff and this serves as an incentive to attend training.

The training programs offered deal with the Internet, web page design, software programs such as Excel and Power Point, the use of NovaNet; and the use of online Encyclopedia Britanica. Last year, the district examined the talent pool for the delivery of after school training. Some principals helped with the training. Technology training "has to come as extra" because all in-service days are used for other purposes, not for technology training.

The district defined three levels of technical competencies and wants all teachers to be at level three. The objective is to have all teachers be technically literate and use the Internet in instruction. The district, however, has not set a specific requirement regarding the number of professional development hours staff must take.

According to the director of curriculum, the challenge in professional development is that "we have so many people at so many different levels." It is necessary to get everyone at the same technology proficiency level first. Then the training can proceed to address how to fully integrate technology into instruction. Currently, the district does not train directly on the integration of technology into curriculum. The training offers strategies on how to search the Internet according to specific topics.

The district has also provided computer training to community members and is considering strategies for providing more access to the schools' computers.

The district has a partnership with American Airlines' Sabre Academy. The high school offers a course in airline reservations. Upon completion of the course students get certification from American Airlines as airline reservation technicians. The students who take this course connect to the Sabre System in Oklahoma to make mock reservations. This is the third year this course has been offered. To date, 120 students went though the program and each was offered a job by American Airlines.

Technology has been integrated into career and vocational education programs. For example, the district offers an innovative program for career choice. The district has set up a room with 17 technology stations. Each station presents a different technology curriculum, such as computer aided design, plumbing, web page design, and desktop publishing.

Technology is used in the elementary school grades for research. Fourth grade students have three computers in the classroom. They use the Internet to get information on topics such as bats (Science) or current events (Government) and download it. Similarly, fifth grade students access the Internet to get information for reports. Computers are used in every subject area. Students prefer to use the computer to do homework because it is faster. The students learned how to install software and use different software applications.

Use of technology in the alternative school is extensive. All students have minimum skills using computer applications. All students have to master certain applications such as Power Point. All curricula have integrated technology.

The district asked Texas Utilities to partner with it by assigning one employee to one student. The employees communicate with students via e-mail. Some employees are tutoring the students online.

The district administration and teachers who use technology support the use of electronic instructional materials. Textbooks become outdated immediately. Access to research is critical. Because things change so fast, it is important to have access to current information. Some of the teachers indicated that the third or fourth grade might be the earliest that students can use electronic instructional materials.

The district administration and teachers regard having a laptop for every student as a high priority. The board president and staff attended several national conventions and came back with a wealth of information on the use of laptops. The district is starting a pilot project giving laptop computers to fourth grade students in January. This project is funded by a grant. Fourth grade is regarded by the Anytime Anywhere Learning project as the optimum age to introduce computers to kids. In preparation for this pilot, each parent of a fourth grade student is required to attend a three-hour training session. The laptops have Internet access, so students will be able to access the Internet from home. Teachers too have to participate in a special professional development program.

Teachers who use computers in their daily instruction consider it ideal to have a laptop for every teacher and every student and have a projection system so students can see what teachers do.

Technology should not be regarded as a separate issue from instruction; it is a way to improve instruction. The director of curriculum began to look at instruction in a different way. The students today "are multimedia students." Textbooks may seem old-fashioned to them and using textbooks may be a disservice. Bringing in technology into instruction increases students' interest. Technology allows the teacher to broaden the instructional base by accessing current and diverse information. It also puts more emphasis on teaching and learning styles. This may help students because not all students learn the same way. With technology, students can learn in a way that is more suited to their needs.

Elementary school teachers are very adaptable to new technology. Teachers in secondary schools show a greater reluctance to use technology and are less willing to adapt to it. Many high school students teach their teachers how to search and design web pages. The computer lab in the high school is open before school starts and it is always full. Technology allows students to learn from other students.

Since 1993 the district's TAAS scores increased 30 percent for all sections passed: from 51 percent to 81 percent. The district has TAAS practice software available in the computer labs for teachers and students. This has enabled students to practice in a TAAS format, and therefore was effective, according to the superintendent. The students have also used TAAS practice tests online.

The district has adopted technology competencies for students as well as for teachers. The competencies are based on the TEKS that address technology and include use of spreadsheets and word processors, use of the Internet to do research, and basic programming skills.

The district makes extensive administrative use of the Internet. For example, the Human Resources Department checks applicants' criminal records over the Internet at a cost of $2 per applicant instead of $10 to $15 that a hard copy check costs. The Child Nutrition Department turns in its reports electronically. The Business Office sends out Workers' Compensation claims to Austin using the Internet. All the district's financial transactions such as direct deposit are done over the Internet, according to the superintendent.

The district set up a grade book to reduce teachers' and administrators' paperwork. The program will save time for staff and they can use it at home. The grade book program provides grade averaging, so teachers can immediately detect if a student has problems or is failing and contact the parents

The district also started a program where teachers can apply for positions through the Internet. Applicants who submit their applications through the Internet demonstrate that they know computers and are adept at using technology. This also saves the district and the applicants postage.

The district issued laptops to board members two years ago. Board members were at different technology proficiency levels when they first received the laptops. Nearly all of the superintendent's communication with board is done via e-mail. The superintendent prepares a weekly newsletter and sends it electronically to the board. The district's budget is available on a CD-ROM. Agendas for board meetings are put on disk or on a CD-ROM and e-mailed to board members. The use of technology has eliminated "paper- shuffling" almost entirely, according to the superintendent. The use of electronic communications is most effective because of the speed in which information can be communicated to the board. Board members communicate with each other electronically on a variety of issues. They also communicate with school staff. For example, the director of curriculum gets e-mails from board members about different instructional issues. The members access multiple information sources, including the Internet, on issues of interest to the board. Because of its own experiences with technology, the board has been very supportive of technology use and innovation in education.

The Lake Worth ISD board was recognized by the state as an outstanding school board.

The district put all school policies online, on its web site, so the information is available to the community. The district updates policies immediately online after board meetings.

The district uses assistive technology to help students with disabilities. Assistive technology used includes devices such as voice synthesizers and laptops with a special mouse. Special education teachers get the same training as the other teachers. The district has assistive technology teams that go to demonstrations and training at the regional Education Service Center to look at different equipment. Team members also attend special classes on different systems. Teachers have noticed that special education students who use technology are more motivated. It is easier for them to use computers than to write. It builds their self-esteem.

Accessing the Internet gives special education teachers access to the latest research and how to use this research in instruction. The special education teachers also use the chat room for discussing ideas.

The district is a member of a distance learning consortium through the RETM network. The consortium considers offering courses that are not typically available in small school districts. For example, one of the students is interested in Russian and can take a course in Russian from Sam Houston High School in Arlington. The district also established relationships with area universities such as Tarleton State University, the University of Texas in Arlington, North Texas University, and Texas Wesleyan. The universities consider offering courses to students and teachers. The district has also communicated with businesses about teaching business classes for teachers and students using their distance learning system.

The Lubbock-Cooper Independent School District (ISD) is located in ESC Region XVII. The district has four campuses with 1,768 students, 170 teachers, and 20 to 25 administrators. Seventy-one percent of the students are white, 28 percent are Hispanic, and 1 percent is African American. Thirty-eight percent of the students are economically disadvantaged. Eighty-two percent of the students passed all sections of the TAAS.

Technology Infrastructure

The Lubbock-Cooper ISD has five LANs and one WAN. The district has Internet access in the libraries, computer labs, classrooms, and administrative offices. The computer to student ratio is 1:20. Two percent of the staff have technology skills.

The district has a WAN connecting all campuses and classrooms. All classrooms have computers. The schools also have computer labs. Computers are also available in the libraries. At the elementary level (K-3) schools have two computer labs. The high school has a computer literacy lab and a lab for training teachers. The high school library has six to seven computers with access to the Internet. The district is equipping all teachers with laptops. Laptops were provided first to the 75 secondary school teachers. All laptops have Internet access. Teachers provide attendance and grading information electronically.

Technology Support

The district has two staff members (one is the director of technology) who provide support. These staff also train teachers, using the one-on-one approach, to provide support on campuses. District technology staff receive three to four written requests for support daily.

Professional Development

The focus this year is on teacher technology competencies in four areas: Windows95 (which is used by all laptop computers), WinSchool (the Student Accounting System), grading software, and ACIP-a program used to track and analyze TAAS scores by student and teacher. Teachers are required to demonstrate their competencies to the director of technology. The district has a form attesting to the teacher's competencies. The form must be signed both by the director of technology and by the teacher.

Teachers are encouraged to take advantage of all technology-related staff development programs in the district and region. These include classes given by the Education Service Center and training provided on campus. Teachers are also encouraged to attend professional conferences dealing with technology use. The district offers on-campus training one-on-one or in groups. These sessions are provided by teachers with experience in specific programs and in the use of technology in instruction. In fact, the district's director of technology devotes 25 percent of his time to training. The district's technology plan for the next three years is to add software programs and to direct technology-related professional development to integration into the classroom.

Since the infrastructure (equipment, hardware and software) has been upgraded in the past two years, the technology competencies of teachers range widely. Some campuses are more advanced in the use of technology than others. About one-half of the staff, according to the director of technology, are computer literate. The major need for training at present revolves around the WinSchool program; the program is not user friendly.

The district offered a three-day Internet training program last summer and plans to offer more sessions in the coming three to four months since many of the teachers are in the process of getting laptops or have received them recently.

The district offers staff development days dedicated to technology use. The staff development issues addressed are based on the needs identified in a survey of all teachers. Some of the training is done by teachers who are technology proficient.

Impact on Administration

Teachers provide attendance and grading information electronically to the central administration. The timely provision of attendance data has been most effective. It saves the administrators' time and has also resulted in increased attendance rates. Technology use by administrators has lagged behind technology use by teachers.

Teachers communicate with their peers, with students, and with some parents through e-mail. Teachers have also increased their communication with peers and professionals in other schools in the district and in other districts.

The district uses the Accelerated Reader program. The district's Reading TAAS scores have improved. It is difficult, according to the director of technology, to determine whether and how much of the increase in Reading scores can be attributed to the use of technology because the use of the Accelerated Reader program has been associated with changes in teaching strategies.

The main benefits of technology are keeping the students interested in the subject area and enhancing teaching as teachers find that technology has also increased their interest.

Teachers who have organized their classes into teams would like to have one computer per team. These classes consist typically of six teams. At the secondary level, some of the teachers who are proficient in the use of technology have requested a computer for each student. These teachers have also requested more computer labs. Currently, increasing the number of computers in the classroom is a medium priority for teachers because the infusion of technology is in its early stages. The district plans to address these issues in the next two to three years.

The special education department has provided assistive technology to students. The ESL teachers have identified some technology needs. The district has also explored the use of technology with at-risk students.

Currently, the district does not have any distance learning programs. As the district is located in close proximity to Texas Tech University, it has used some of the university's resources. The district has applied for some grants jointly with the university to provide technology-related professional development to staff by Texas Tech faculty.

All parties are supportive of technology infusion into the schools: the school board, the administrators in all campuses, and the teachers. All parties also recognize that they are in the early stages of technology infusion. The district recognizes that more funds are needed for technology. As teachers become more aware of technology and its benefit they will demand more technology and more professional development and support. The director of technology recognizes that support and training are two key issues. The district plans to add one more support position next year.

The Pittsburg Independent School District (ISD) is located in ESC Region VIII. The district has four campuses and 2,100 students. Fifty-nine percent of the students are white, 26 percent are African American, and 15 percent are Hispanic. Fifty percent of the students are economically disadvantaged. Eighty-six percent of the students passed all sections of the TAAS.

The Pittsburg ISD has four LANs; one LAN per campus. The district has Internet access in the libraries, computer labs, classrooms, and administrative offices. Every classroom in the elementary and middle school campuses is wired for three connections; the high school has five connections in each classroom. Each classroom is connected to the Internet. High school classrooms have fast connections; the other campuses are connected via dial-up connections. Each classroom has at least one computer. At least one computer in each classroom has Windows95 on it. Primary school teachers also have laptop computers. The new primary school has three computers per classroom and the teacher's laptop. The schools also have computer labs. The computer-student ratio is 1:11.

The district is in the process of getting funding for a WAN and hopes to complete its installation by the end of the school year.

The district has a master teacher who is proficient in technology on each campus as well as a technology coordinator. The master teacher is responsible for supporting software and the technology coordinator is responsible for the support of the hardware. The district has four technology coordinators: two of the technology coordinators are employed full-time and two have part-time positions.

The district's goal is to have all teachers be technology proficient. All teachers, according to the assistant superintendent, were required to take 12 hours of training on the Internet this past year. Two years ago the district used a grant to offer numerous afternoon sessions targeted to different levels of proficiency. At present, the district offers training courses in Windows95, Microsoft Office, Excel, and PowerPoint among other applications. Training is delivered by the technology master teachers or by other staff who are technology-proficient. Training is voluntary but all training courses have waiting lists because "teachers are so excited to use technology." In fact, the district gives teachers laptops to take home and practice so they can become more comfortable with technology.

The middle schools developed a technology proficiency assessment tool. Data from this tool allowed the district to determine what training is needed. The assessment tool covered basic functionality with different types of software programs. The district is planning to address in its training programs (at least at the middle school level) technology integration into different content areas. The majority of the training programs (estimated at 85 to 90 percent) are offered on campus. The training offered at the campus level is tailored to address campus needs. Training is also provided by staff from the ESC. The most effective training programs have dealt with specific software programs.

Raising the technology skill levels of teachers and showing teachers how to integrate technology into daily instruction are important professional development areas of need.

One of the technology master teachers reported that she has spent many hours in the past three years on technology professional development. She received 120 hours of professional development to become a technology master teacher. She also received training on Windows and specific software programs. She has been working with computers (at home) for the past decade. The technology master teacher program focuses on integrating the Internet into the classroom. The technology master teacher not only provides software-related support but also trains teachers and other staff.

The district uses teachers who are technology proficient as trainers. For example, one of the first grade teachers is serving as a trainer. This teacher took a course on general requirements of technology as part of her masters degree. She became proficient in many of the software programs by being self-taught. She has trained campus secretaries districtwide on Microsoft Office. She has also trained teachers on how to choose appropriate software. She has participated as a regional trainer and presenter in regional technology conferences.

A first grade teacher who considers herself technology proficient became motivated to integrate computers in instruction when she found an Internet site that publishes students' work. She started using computers with her students so that they can write their journals. Now she uses computers to do numerous projects with her students. Computers are used daily by the teacher and the students. Her classroom has four computers and a printer connected to the Internet. Three of the computers and the printer are set up on one table; the fourth computer, purchased via a grant, is set up on a table on the other side of the classroom. The three computers have Math and Reading software programs; headphones are used because the programs are interactive. Math and Reading programs are used during activity center time. Students use the fourth computer all the time for writing. The teacher uses the Internet to follow daily events with her students.

The technology master teacher teaches in the computer lab setup for fourth and fifth grade students. She teaches seven classes a day. Each class is 30 minutes long. She works with her students on specific projects that require use of different software. She trains teachers at the beginning of the year and provides in-class, on-going support to teachers.

Teachers who participated in the videoconference reported that they face barriers in the use and integration of technology into the classroom. Lack of access to a sufficient number of computers in the classroom is one of the barriers. Teachers find it difficult to use one computer per classroom. On the other hand, some teachers do not know how to utilize four or five computers in a classroom with 22 students. Teachers need to be trained in how to effectively use existing technology resources. In fact, teachers want more computing resources once they start using technology.

Some teachers, according to the technology coordinator, find lack of high speed Internet connections in their classrooms to be a significant impediment to Internet use. The district hopes to equip all classrooms this year with high-speed connectivity. Students too, according to a high school student, have difficulty gaining access to a computer. At the high school level students can access computers in the library, computer lab and in the classroom. At the high school, the Science classroom has four to five computers; not all are new. The English classroom has three computers; and the French classroom has two computers.

The teachers who participated in the videoconference use technology as an enhancement to support content and update materials. Technology is also used to enhance the types of projects that teachers assign to students. Instead of "sticking" with textbooks, the teachers use the Internet to make learning more interesting, according to a student.

Having Internet and e-mail capabilities "has opened the world" for some of the teachers. For example, a first grade teacher communicates with teachers worldwide through the Internet. At the middle school where teachers have campus e-mail, teachers communicate via e-mail.

The district has used computer labs for remediation in different content areas and seen students' performance improve significantly, according to the assistant superintendent.

Teachers see the main contribution of technology to student motivation and to learning capabilities. According to the first grade teacher "computers have been a big motivational tool." Computers motivate students to write. Technology has also changed students' perceptions. When first grade students received a story from a boy in Pakistan, "it opened the world to the students." Technology also makes students "more capable learners who are able to find their own resources and work well by themselves," according to a computer lab master teacher.

A high school student, who uses Internet resources, finds that the use of technology just "clicks for me." Moreover, technology allows students to study and work anywhere. The impact of technology on student performance will be enhanced, according to the student, by giving laptops to students. "Having a laptop means that I can take it with me everywhere and do work everywhere. It would be the most efficient tool that anybody would be able to give me." Giving laptops to students will also have the added benefit, according to the assistant superintendent, of "leveling the playing field," because the district has a large number of economically disadvantaged students who do not have computers at home. Laptops will allow these students to get more comfortable with the use of technology. Students feel that computers are an integral part of society and should be available to all students. Electronic instructional materials would be beneficial in areas like Physics and Math where the visual component is very important.

The district has computers and special software for ESL teachers. The high school has a content mastery computer lab for reading and writing. The district also has a lab with five computers designated as a higher order thinking lab.

The Pittsburg ISD does not have distance learning capabilities at present.

The Rogers Independent School District (ISD) is a rural district located in ESC Region XII. The district has three campuses, 859 students and 130 staff. The three campuses are located on the same site. Eighty-three percent of the students are white, 15 percent are Hispanic, and 3 percent are African American. Thirty-eight percent of the students are economically disadvantaged. Seventy-nine percent of the students passed all sections of the TAAS.

The district has one LAN and one WAN. It has Internet access in the library, computer labs, classrooms and administrative offices. On average, classrooms have one computer. The ratio of computers to students is 1:6. Fifty percent of the staff have technology skills.

The district began building its technology infrastructure about four years ago. The district has had T1 lines for over a year. Each classroom has an Internet connected computer, although the Internet connections in one-half of the classrooms are not as fast. The district received a grant to purchase a state-of-the-art PC for each classroom. The district is using a grant from the U.S. Department of Commerce to renovate a classroom and equip it for distance learning.

District staff had visited multiple school districts in Texas and nationally in the past four years to observe models for "reinventing teaching and learning." The visits made the district recognize that the goals of having a technology-proficient student and teacher population and integrating technology throughout the curriculum would not be achieved via distance learning. Distance learning was a key component in the district's original technology plan. Instead, the district opted to connect all campuses and classrooms, have computers in each classroom and also have computer labs on each campus. The district spent "a lot of money" on professional development and on travel for teachers to get them exposed to what is possible with technology.

Technology support is becoming an ever-increasing need. The district recognizes that on-campus support both for hardware and software and for instructional technologies is critical. The district has created a technology support group by adding new positions and by turning part-time positions to full-time positions. The district has a full-time technician who knows both the Macintosh and the PC platforms and is also trained in distance learning. The technician position has been initiated this academic year. Technology support is also provided by teacher-facilitators: teachers who spend half a day in the classroom and half a day supporting technology. Last year the district had one teacher-facilitator who supported the three campuses. This year the district has a teacher-facilitator at each campus. The teacher-facilitators deal with technology integration into instruction. The district also has a consultant, located in College Station, who assists with networking and building the distance learning capability.

The district uses a three-part technology-related professional development program. The program was developed four years ago when the district began to develop a technology infrastructure. The program is reviewed and updated annually.

The first component involves visits of teachers to school districts that are more advanced in terms of technology. For example, teachers from the Rogers ISD visited the Boulder Valley school district in Colorado multiple times. Teachers have also visited districts in Texas.

The second component involves teachers' attendance of state, national, and international conferences on the use of technology in education.

The third component involves expert support. The district uses consultants from the University of Texas and Texas A&M University on a long-term basis to support teachers in the use and integration of technology by bringing these experts to teach in the classroom and spend time with the teachers.

In addition, the district dedicates several of the 11 days of staff development annually to address technology use and integration issues. The district offered a five-day session on technology before school started. All teachers, upon being hired, formally agree that they will participate in the training and in the technology projects.

The district developed its technology-related training program as a result of a formal survey of teachers. Teachers are trained according to their technology needs. The staff development program groups the teachers by their training needs, such as Internet searches, scanning, specific software programs, etc. The district prefers to use incentives to motivate teachers to use technology. One of the key incentives used by the district is an annual schoolwide competition where teachers present their technology projects with their class. The teachers make presentations using PowerPoint and demonstrate a portfolio of projects showing how they have integrated technology. Every teacher who participates in the competition is rewarded with technology supplies and a stipend. The winner gets a computer. Last year one-half of the district's teachers participated in the competition. This year every teacher has signed up.

One of the technology-competent teachers who started using computers in 1994 and who won first prize--a laptop computer-- in the technology competition last year, has had a wide range of training. The teacher participated in technology workshops offered by the regional ESC, attended training offered on campus, and went to professional conferences such as TelEd, state technology conferences, and Texas middle school conferences. The ESC offered training on troubleshooting which the teacher found very helpful and on integrating the Internet in the classroom. She also attended workshops at the University of Texas that dealt with software. Moreover, she has learned from her students how to use different software programs like PowerPoint.

The district has tried to impact every teacher and every student through the integration of technology for research and communications, according to the superintendent. The district encourages technology use and integration through competition and incentives to elevate it to a higher level. These strategies have been effective because they do not unnecessarily pressure teachers when they are not ready.

The middle school Science teacher who participated in the videoconference has two computers in her classroom. In the fall, the class tracks hurricanes by using the Internet. The students also followed information about the Titanic on the Internet. The class is organized in a flexible way allowing students to go to a computer whenever they have time. The students are the ones who decide when to use a computer. The teacher also took her class to the technology lab seven or eight times during the first nine weeks of school. The teachers knows which of the students are independent learners who can go to the technology lab on their own if the computers in the classroom are being used. The technology lab has 15 computers, all of which are connected to the Internet. There are also computers in the library. Generally, students do not have to team up on computers.

The teacher uses some CD-ROM programs that are reference materials but does not use any Internet-based instructional materials. Most of her students would prefer electronic instructional materials to hardcopy textbooks. The teacher has managed to make effective use of the two computers in her classroom but would prefer to have four to five computers. Her students would love to have individual laptops.

Some of the students use technology extensively and in innovative ways. A high school junior student has been using computers in the past two years to do research (via the Internet) and to communicate (via e-mail) with professors and peers with whom he collaborated on several international projects. For example, he communicated with professors from Boston University and the University of Texas who were his mentors on a Belize project. This student is also working on an international project studying acid rain in a mountain range in Slovakia. The project involved three American students and students from 12 other countries.

The use of technology has had a significant impact on instruction. According to the middle school Science teacher, the use of technology has turned textbooks into reference materials. Teaching has become more research directed. The class does not do much reading per se as a group; instead, students become individual self-directed learners. Technology opens up the learning process "no matter what the student's level is." Assignments are more interesting. Students can teach the teacher, thereby fostering a new teacher-student relationship; this new relationship bridges the student-teacher age gap.

The district has undertaken a process in the past four years to "reinvent teaching and learning" through the use of technology. Part of this process is to physically build school structures that promote new teaching and learning styles. The district is in the process of renovating a middle school building and has completely restructured its layout. The renovated middle school is an L-shaped, two-story building. The classroom is attached to a synthesis lab, a multimedia center, and an outdoor learning center. The students can work in each of these areas. Because all parts of the classroom are glass, the teacher is able to observe all the students in the different work areas. The school opens next fall.

"Learning becomes an experience through the use of technology," according to the middle school Science teacher. Some of the students have been transformed through the use of technology. For example, technology has had a significant impact on the high school junior who has participated in the school's distance learning international projects. The student who previously was passive and disinterested has become an engaged learner who enjoys working with leading experts, according to the superintendent. The projects sparked great interest in him and changed his attitude to school. As a result of his interest in environmental issues, the student checked the schools' air-conditioning and water fountains for strep bacteria and consulted with a doctor at Scott & White who mentored him.

It is difficult to isolate the contribution of technology to student performance. The district has tried to obtain evidence of that association for the technology grants they have sought from state and federal agencies. Overall, the district can show improvements in students' scores on TAAS and changes in the status of its schools from Acceptable to Recognized and Exemplary. The superintendent is unsure whether the schools could have achieved Exemplary status without technology. The district has hired an outside evaluator to assess the impact of technology on student performance. The evaluator has designed some tools that provide quantitative data and submitted a report to the district late in October.

The district is assessing the impact of technology on student performance through the use of several assessment tools that have been designed and normed by assessment professionals. For example, one way in which the district assesses the impact of technology on student performance is to track changes in performance over time. Last year the district used several tools (e.g. C-band) to track change including teachers' assessments of whether and how these changes are meaningful. The district is planning this year to use an online "technology use tool" that was designed by the Northwest Educational Development Lab. The district has also used a tool developed and normed by a University of Texas professor. This tool is being used by students to assess their own technology use. The district supplements these efforts with on-site case studies.

The district is in the process of automating the administrative functions. The district invested in Grade Book. The district views the Year 2000 computer problem as an opportunity to redo the administrative function.

The superintendent who is a strong advocate and nurturer of technology in education uses technology in her presentations and in her efforts to obtain additional funds for the district. For example, she used a PowerPoint presentation that her students helped design for a bond sales meeting in New York.

The district completed a new multi-purpose building this year. The technology in the building was funded by a grant from the U.S. Department of Commerce. The building is open to the public in the evening until 7 p.m. and is supervised by one of the teachers. The building contains a large library that is "very high-tech." Community members who want to use the library have to go through a training program before they get an e-mail address.

Using technology is "opening the world not only for our students but also for the senior citizens," according to the superintendent. The district has a program to get senior citizens become involved with students and with the use of technology. Teachers get extra points if they succeed in involving senior citizens with technology. Technology has helped to bring the community together. The senior citizens involved with the schools have become spokespersons and advocates in the community for the importance of technology for education.

The district does not have students with profound disabilities because these students are bused to a neighboring district. However, the resource rooms in the schools have the highest student-to-computer ratio in the classroom. The special education students and the alternative education students do most of their work on computers; very little is done on paper.

The district has had an on-going relationship with several schools in New York for the past three years as well as with New York University, the American Museum of Natural History, and the Soros and Copen Foundations in New York. These relationships have been maintained, in part, via distance learning exchanges.

The New York schools rely heavily on distance learning for innovative projects and practices. Through the relationship with the New York schools the Rogers ISD high school has become involved in several international projects. With funding from the Soros Foundation, one of the students at the Rogers high school together with students from Miami and New York is participating in an environmental (acid rain) project in a mountain range in Slovakia. This project involves students from all over the world. The Rogers ISD superintendent is taking a group of 33 students to do a project in Puerto Rico. Early in October, the superintendent observed a full day of distance learning involving a play that a school in New York and a school in Canada did jointly. Students from both schools had an opportunity to talk, get to know each other and bond. The Rogers ISD superintendent saw a similar exchange a few years ago between a New York school and a school in London, England. The schools assigned parts and rehearsed all day. Because of its reliance on distance learning the district is looking for a cost-effective videoconferencing system.

The San Benito ISD is located in ESC Region I. The district consists of 14 campuses and 8,636 students. The student population is 97 percent Hispanic and 3 percent white. Eighty-five percent of the students are economically disadvantaged and 18 percent are bilingual (ESL). Seventy-four percent of the students passed all sections of the TAAS.

The San Benito ISD has been working for three years on the district's technology infrastructure. During Phase I--1996-97--the district established the WAN with T1 lines from each campus to the central site; the network consists of 23 T1 lines. The T1 lines are used for video, voice, and data. Seven of the T1 lines are used for video, five to six T1 lines are used for voice, and 11 are for data. The central hub is connected to the University of Texas in Brownsville (UTB) with two T1 lines; one for Internet and one for video. The district's high school has two T1 lines because it is large. In 1997-98 the district used a TIF Grant (for $700,000-$800,000) to establish LANs in the middle schools. Currently, all the middle schools are wired. The wiring of the high school is almost complete.

The ratio of computers to students in the district is 1:4. The district has 11 elementary schools. Each elementary school has at least one ILS lab that uses Jostens Learning Systems and one multimedia Open lab. Each elementary school has one PC in every classroom. The Kindergarten classrooms have five to six computers. The elementary schools also have a lab for special education students with eight to ten computers.

Each of the district's two middle schools has two to three Open labs and one ILS lab with Computer Curriculum Corporation's software program. Each classroom has one PC. All the elementary and secondary school libraries are automated.

In the district's single high school each department has its own computer lab. For example, the English Department has two labs with 30 PCs each. The Social Studies Department has one lab with 30 PCs. The Science Department has one lab with 30 PCs. The Math Department has one lab with 30 PCs. The electives and Business Departments have six labs with 25-30 PCs each. Each classroom has one to five computers. By 2001 the district plans to have six multimedia computers in each high school classroom.

Technology support is organized for hardware and software. The district has 3,000 Macintosh computers and 400 to 500 PCs. The district has three full-time and one half-time technicians and one network manager. Teachers who experience hardware problems fill out a technology repair request and send it in via Intranet mail. The district's technology support office has a database with information on hardware. If no spare parts are needed to fix the hardware, the problem can be taken care of in four to five days. Software support is handled most typically at the campus level. Each campus has a teacher who is computer literate who helps with software problems. The district office gets about 15 to 20 written requests for support a day.

Due to careful planning of hardware purchases, the district has experienced few maintenance problems and maintenance costs have been very low: $20,000 to $50,000 compared with $200,000 spent by other districts. The district deals directly with Apple in ordering parts for its Macintosh computers. Because the district has been using Macintosh computers since 1992, there is a broad base of knowledge among staff.

The district adopted the Macintosh computers in 1992 as its standard computer. At the time the district offered extensive workshops every evening in the use of the Macintosh. The district has continued to offer these workshops every summer. In a 1995-96 survey conducted by the district, 80 percent of the teachers reported that they were comfortable with the basic functions of the computer. Last year the district started to consider the need to raise its technology competency standards and come up with a plan for a technology competency accountability system. Consequently, the district developed semi-formal coursework with associated proficiencies. The technology instructional coach goes to each elementary and middle school campus once a month and twice a month to the high school and provides on-site training using the technology competency courses the district designed.

This year the district adopted a K-5 curriculum and expects that each student in K-5 will get a grade on technology applications. The district plans to continue offering evening and weekend workshops for teachers and pay teachers $75 a day or $37.50 for half a day of training. The district also allocated some money for Saturday workshops. By using different training strategies, the district found that on-site training is the most efficient because teachers do not have to leave their campus. Training can be provided to high school teachers during their 90-minute conference hour. In elementary schools, the district can train one-half of the teachers in the morning and the second half in the afternoon.

The district has also designed a technology competency self-evaluation instrument. The instrument has 400 indicators. The district plans to have the instrument available online by January 1999. Data from this self-assessment will provide the district with statistics for planning. The self-evaluation instrument, although voluntary, is built into the district's accountability system as part of the evaluation process.

About 25 percent of the district's staff development programs focus on the integration of technology into daily instruction. The district is currently trying to get everybody comfortable with the Internet. The focus at present is on the core subject areas and how to integrate technology into those areas. District staff worked last year with UTB on training a group of teachers representing different content areas on how to integrate the Internet into their lesson plans. The district invited two to three teachers from each campus that teach a specific content area to attend the training. The main focus of professional development at present is on the basic tools; mainly the presentation tools as well as databases and spreadsheets. The courses that are planned for November 1998 to May 1999 will focus on these tools.

According to the instructional coach, the staff's technology-related professional development needs are "hands-on-getting on the computers." Finding the time to use the computers to be comfortable with them is the major barrier teachers are facing. High school teachers may have more exposure to technology because they have more equipment available to them.

The teachers who participated in the videoconference had a wide range of technology-related professional development. For example, a fourth grade teacher participated in training on several software programs including HyperStudio. This teacher reported that she needs more hands-on training and more time to work on a computer. Finding time to practice is difficult. Accessing computers at the elementary school is also difficult because the computer labs are always full.

Three of the middle school teachers who participated in the videoconference have vastly different experience levels with technology. One teacher with 27 years of teaching experience, started to work with computers only last January. She has never before worked with computers and was terrified of them. She has drastically changed her attitude toward technology, "loves working with computers and finds that it has enhanced her instruction." Another middle school teacher with 17 years of experience, started to use technology only in the last two years. She too participated in training programs offered by the district, including training on HyperStudio, PowerPoint and the Internet. The teacher and her students have used the Internet to a significant extent this year. A third middle school teacher, who teaches technology applications, has worked with computers for 10 years and has a computer at home. She participated in technology-related professional development programs on her own initiative. Training programs in which she had participated include the Mac Academy and the CMI technology workshop. She also attended ESC Region I training and Texas computer conferences.

The three high school teachers who participated in the videoconference have between 7 and 13 years of teaching experience. The English high school teacher has used computers since 1991-92. She attended all training courses offered by the district on software and was involved with the district's TIF grant. She and a colleague submitted a project on birding with the TIF grant and won first place in the district's multimedia category. She is a prolific technology user: she conducts research, designs web pages, scans, and uses cameras. The second high school teacher, who teaches History, has used a computer at home since 1987. When he previously taught in the alternative school, he took his own computer to school and used it to create a newspaper. He takes his students to the computer lab on a regular basis. The third teacher, also a History teacher, participated in training on software applications. He too has taken his students to the computer lab in the past two years.

The teachers who participated in the videoconference use technology in a wide range of ways. For example, one of the high school teachers divides his students into three-member teams when he assigns computer-based projects. He assigns research projects that require students to use the Internet. Students also use programs like HyperStudio and PowerPoint to prepare their presentations. The problem that students encounter is lack of sufficient time to work on the computer. Consequently, many students come in on Saturday to work at the computer lab. Another high school History teacher, who reported that he does not use much technology in instruction, assigns research projects where students have to get information, via the Internet, on different countries. In a Psychology class he teaches, students have used the Internet lab to take personality tests and interpret them. The students found this "fascinating."

A high school English teacher who is an avid user of technology uses a LCD panel daily for teaching. Her classes are 45 minutes. During the first six weeks of the year she did most of the computer work. During the second six-week period, she is trying to incorporate the use of the four computers she has (two of them borrowed) among the students. She has divided her students into groups of two. The students write and edit and then they are allowed to use the computer to prepare a PowerPoint presentation. The purpose of using PowerPoint is to pick up on the key points rather than just repeat what they read. The visual power has shown the students instantly what is wrong with presentations. Many of her students are willing to come in after school to use the computers.

A middle school Social Studies teacher, who has only one computer in her classroom, indicated that she finds it hard to use it with the students. She is constantly on the lookout for available computer lab time. She uses the computer lab every time she can get access. She uses a computer to conduct research on a current event in the morning and then together with her students accesses the Internet to further research that event.

As a Technological Applications teacher, the middle school teacher can use technology all the time. Her students are so excited about using technology they are reluctant to leave the class.

Technology is also a powerful tool at the elementary school level in teaching Science to fourth and fifth grade students. The teacher uses technology in every lesson to collect data or to make PowerPoint presentations to students.

One of the classes has net pals with students from another school. The communication between students from the two schools is about content. The class is also trying to find net pals with a school from another state.

One of the middle schools and one elementary school have a production studio and they show clips they produce every morning. One middle school and one elementary school have a short wave radio station and they broadcast every morning to the community. Parents listen to the broadcast on their way to work. The high school started a television production course this year.

To encourage the use of technology among students, the district has held multimedia contests for students for the last three years. During the first year, only 100 students participated, last year 200 students participated; this year participation increased to 1,200 students.

Teachers' attitudes toward the use of electronic instructional materials and the potential for these materials to replace hard copy textbooks depends on the extent to which they currently use textbooks and electronic materials. For example, the middle school Math teacher has given up using textbooks three years ago and has developed her own materials. Her students save their work on disks. She presents all her objectives, lessons, and assignments via computer, and stores all her work electronically. She does not use much paper anymore. Moving to electronic media has not only saved paper but also storage space.

Most teachers who participated in the videoconference would like to use both hard copy and electronic instructional materials. According to a high school History teacher, "parents feel more comfortable seeing their child's textbook." It may take the parents a while to adjust. Some students may not have electricity at home and for them a computer may not be appropriate.

The district's director of technology would like to see interactive textbooks with online help for teachers and students like colleges have. These electronic programs allow students to take tests online. The tests are graded by the program's publisher.

Teachers agreed that electronic instructional materials would be especially useful as supplements and upgrades. Having up-to-date information is a significant advantage in some content areas.

Most teachers who participated in the videoconference would like to have a computer for each student. Giving a computer to each student will get students more involved with the technology. Students can use their computer as a tool for research, as a tool for presentation, as a tool for taking notes, or as a tool to access more current information on a variety of subjects. Now students have access to computers only once or twice a week.

Some of the teachers would like to have only five to six computers in their classroom rather than give a computer to each student. These teachers do not want the students to use the computer all the time. They would like their students to interact with each other and with the teacher instead of just working mostly on an individual basis.

The district has seen improvement in TAAS scores in the past three years. The high school has two writing labs with software whose objective is to improve writing and indeed the TAAS writing scores have improved. This year the district's TAAS writing scores were at the 90^th percentile, an increase from 79 percent last year and 69 percent the year before last.

Students' career aspirations have changed as a result of using technology. Students recognize that the job market has changed. According to the History teacher, when students are notified that they will go to the computer lab during a specific day, nobody is absent; everybody shows up. Attendance improves dramatically on these days. Even when the computer lab is on Friday, typically a day when attendance is lower, all students show up.

The use of technology makes learning more attractive for students. According to a middle school English teacher, when students use technology for writing, they not only regard the work as "more fun," they also do not regard it as "learning." They have more pride in their work when they have to present it to the class via technology than when they just put it on paper.

The district is trying to automate all aspects of administration, including scheduling and report cards at the high school level. The system is also being set up for elementary schools this year. As part of this effort, the district has put its policy online and is automating the purchasing process. The district is also setting up more online resources for teachers and is trying to get the teachers used to it.

Each campus has a parent involvement center. Each center has computers and has offered computer training to parents for the past two years. Parents can also get computer training in the schools' computer labs that are dedicated to staff development. Each of the staff development labs has 15 computers.

Each campus in the district has a lab for special education and dyslexia students. The district has adopted a program called "Express Way to Reading" in the past three years. The program has yielded "tremendous results," according to the district director of technology. The high school has a reading lab equipped with reading software that is especially designed for poor readers.

Teachers assist students with disabilities by having modified tests available on the computer in the classroom. Students take the tests on the computer thereby eliminating the stigma of having to take a different test. This accommodation gives students with disabilities a "sense of independence," according to a middle school Math teacher. Teachers have seen that the test scores of these students have dramatically increased and re-testing is not necessary. The increase in scores is attributed to taking the test on computer.

The district has been offering distance learning classes over the past two years in the high school. Last year, 30 students participated. This year 70 students are taking part in these classes. The district offers four classes, two per semester. Classes offered are: Composition 1 & 2 and Government 1 & 2. The district has benchmark tests in these classes every six weeks. The tests are graded by using a computer and a Scantron machine. The tests yield extensive statistics that help teachers to pinpoint students' weaknesses.

The district is also trying to setup a staff development distance learning program through UTB and two other area colleges. The district participated in a distance learning project with UTB before through a grant the district had received.

The district sees its main technology strengths in its careful planning and decision making process. The district has been very consistent in buying technology and in keeping its technology up-to-date. It has set and maintained technology standards. For example, the district decided to use one computer brand-the Macintosh-as its official district computer. This reduced support and maintenance costs and created a cadre of staff who are very knowledgeable about these computers.

The district sees its main technology weaknesses in the limited availability of computers and projection devices, its low maintenance budget, and in the small number of technology support (technicians) and training staff it has. The district also recognizes that the teachers need more technology-related training.

The district's director of technology considers the district to be at level 1 or 2 of technology infusion. The district' s goal is to see the teachers become technologically fluent.

The district's technology committee decided that by the year 2001 each classroom would have five to six computers. The LANs established in the district are based on six computers per classroom. The district plans to start building a magnet school at the end of the year. In that school every student will have a laptop (NetSchools) computer. The district is also considering giving laptops to teachers if they meet technology-competency specified criteria which are yet to be determined.

The Spring Branch Independent School District (ISD) is located in ESC Region IV. The district has 37 campuses and 13 ancillary sites for administration and maintenance. The district has 29,881 students and 4,200 staff. Forty-five percent of the students are Hispanic, 41 percent are white, and 7 percent are African American. Forty-nine percent of the students are economically disadvantaged and 27 percent are bilingual (ESL). Seventy-eight percent of the students passed all sections of the TAAS.

The Spring Branch ISD has 50 LANs and one WAN. All sites are connected with T1 lines and Internet access is available in the libraries, computer labs, classrooms, and administrative offices. One average, classrooms have one computer. The ratio of computers to students is 1:5. Every teacher has at least one computer in the classroom. Each of the school libraries has three to four computers.

The district provides technology support through a technology specialist program. In the elementary schools part-time technology specialists assist in maintaining the network. Some of the middle schools and all of the high schools have full-time technology specialists. The district has a computer repairs contract with a local company. Turnaround time for repair is five to eight days. On-campus support also addresses the use of instructional technologies. For example, high school campuses, according to a high school principal, have a full-time technology specialist and a technology instructor who works with teachers on staff development and instructional problems. Each of the departments in the high school has a "techno-nerd" who is knowledgeable about technology and who assists teachers in solving problems they may have before these teachers go to the technology specialist for help. The technology support needs, according to a high school English teacher, have become more sophisticated and more instructionally oriented.

Staff use an e-mail process to communicate technology problems (both hardware and software) to the district. On a typical day, the district's technology office gets between 25 to 40 technology support requests.

The district's technology infrastructure (LANs) was installed in the early 1990's. The technology has been upgraded and expanded since then. However, the technology infusion has slowed because the district does not have the support staff and structure needed to support more technology. This year the district plans to have a full-time technology specialist and a technology instruction specialist on all campuses.

This year, the district developed a matrix showing where each school is with regard to basic computer operations and basic technology proficiencies. Data on technology competencies were obtained through interviews with each teacher. The data were aggregated by campus to determine the technology "position" of the campus. The matrix completed for all campuses has served as a planning tool for the district. The district's plan is to have all schools in the "advanced" technology competencies level in five years. Campuses vary in the technology proficiency of their staff at the present. Previously, each campus had its own process to assess the technology proficiency of its staff. The district found that the proficiency level of staff is correlated with the campus leadership and how innovative the leadership is. At present, about 10 percent of the teachers in the district are not technology proficient.

The district, according to the director of instructional technology, has a teacher appraisal model. Each teacher specifies a technology goal for the year. This, in turn, guides the professional development needed. It took the district two years to develop the model with the participation of 80 teachers. The district has an Instructional Support Training Center that helps the schools. All teachers took the proficiency survey last year. The survey covers eight to 10 technology areas, such as word processing, graphics, multimedia, spreadsheets, databases, communication, Internet, and web access and creation. Data from the survey helped district technology staff identify the needs with regard to software program knowledge and technology integration into the curriculum.

The district's director of instructional technology meets with the instructional technologists from the different campuses on a regular basis to discuss professional development needs. Professional development is offered on an as-needed basis. The district offers one-on-one training to teachers and works with teachers from specific grade levels. The district also uses a lab where training is offered weekly both during the week and on Saturday. During the summer the district offered a technology academy. It involved 450 teachers. The director of instructional technology also works with teachers in their classrooms on the integration of technology.

The district uses a technology learning cycle approach. The approach, which is very labor intensive, has been modeled on effective practice. The length of each cycle is a function of where teachers are when they start. The implementation of the approach may take several months for some teachers or it may be completed within a few days. The approach consists of four main components.

The Marketing component is implemented through demonstrations to get teachers excited about using technology.

The Skill Acquisition component involves hands-on training in the lab.

The Integration component is usually done on a one-on-one basis with the district logistic facilitators. This component has four parts.

• In the Planning part, the teachers, facilitators or instructional technologists plan how to use the technology in the curriculum.

• In the Modeling part, the facilitator goes into the classroom and teaches the students while the teacher is observing.

• The third part reverses the roles: the teacher does the teaching and the facilitator acts as support.

• In the last part, the facilitator watches the students' presentations after they complete a unit.

The Maintenance and Support component ensures that teachers use technology effectively and keep up with technology developments.

This approach has been used formally since January. The director of instructional technology thinks that the approach has influenced three to four teachers on each campus. Some teachers were already integrating technology in daily instruction by the time the district started implementing this process and did not require this assistance. The director of instructional technology estimates that 10 to 15 percent of the teachers have truly integrated technology in their instruction.

Technology-related staff development is also determined at the campus level. For example, one of the high schools has a standing committee staff who deal with technology issues including staff development needs. The committee has representatives from each department. The committee determines what staff development is needed. The school offers training sessions every two weeks. Each session focuses on one technology area with the goal of getting all staff proficient in that area "so no one is left behind."

The teachers from the Spring Branch district who participated in the videoconference demonstrated a varied use of technology. Some of the teachers get the impetus to become knowledgeable about technology and integrate technology into daily instructions from students who came to the high school from middle schools that used a lot of technology. Many of the teachers learned from these students. For example, an English high school teacher who considers himself an advanced user of technology uses the Internet to obtain background information on topics discussed in class. He has developed several multimedia lessons for TAAS preparation and regularly uses the writing lab. His students use the computer lab to prepare slide shows for presentation to other students. To teach writing he attaches the television to the computer and edits student papers so the whole class can watch. He found this method very effective in teaching students how to write well.

A Math high school teacher uses technology to teach Calculus jointly with a teacher from another school through the schools' distance learning capabilities. To make Calculus more interesting and relevant, the teacher divides her class into teams; each team has to prepare a multimedia presentation on a Calculus topic. In the process of preparing these presentations students may access the Internet to find other subject areas that use Calculus. She also teaches a Computer Science class to students from another high school via distance learning.

Use of technology, according to a high school principal "spills over" to the community surrounding the school, thereby creating a dynamic community-school connection. The high school installed 20 computers in a nearby apartment complex. As part of a community service project, students go to the apartment complex after school or in the evening and they train adults and young children how to use computers.

School staff take advantage of technology to market their programs to incoming students. Using professional multimedia standards high school students assisted the school's band director to produce a video about the school band. The band director has used this video as a recruitment tool for middle school students.

Some students use technology daily. For example, one of the students is taking a self-paced networking course and plans to get certified by Microsoft in networking. He is also taking a self-study course on multimedia for which he developed his own curriculum. He appreciates the fact that the high school allows students to take courses that will prepare them for the world of work. This student opened his teacher's eyes to technology when, in his freshman year, he submitted a digital book report integrating pictures and sound.

The use of electronic instructional materials as supplements and upgrades is acceptable to most teachers. The exclusive reliance on electronic instructional materials will vary across teachers, according to the high school principal. Textbooks, according to the Math and Technology high school teacher, are needed because of different learning styles of students. Some students need the hard copy.

Students, on the other hand, are already geared toward electronic instructional materials, according to a high school student. So it will largely depend on how willing and motivated the teachers are. Under such circumstances, hard copy textbooks will be necessary mostly as a guide.

The director of instructional technology believes that if the goal is for students to become independent learners, then the school needs to give the students the tools; "just like each student has a textbook, each student needs a computer." By 2003, the district plans to have a 1:3 computer-student ratio. Part of the vision is to establish a community network where every home, apartment complex, business, hospital and church is connected. Giving laptops to students means giving them access to learning 24 hours a day.

According to the Math and Computer Science high school teacher, teachers do not worry anymore about computing capacity because of the multiple computer labs in each school; "it is not a critical issue anymore."

All participants in the videoconference agreed that technology has had an impact on instruction. According to the high school principal, technology allows teachers to be more student-centered. With technology, the teacher becomes more of a facilitator and the students are more involved with learning. The high school teacher who uses technology daily in her instruction and has taught Calculus and Science through distance learning indicated that her own teaching style has changed because of the distance learning format she has used. She has learned how to adapt and change her style along the way. The use of technology requires more preparation time on the part of the teacher. It also requires better and more organization from the teacher and forces students to become more organized thinkers.

The use of technology is associated with multiple benefits, according to the district's director of instructional technology. Through the use of technology, teachers become learners again. Teachers also learn from students who are very knowledgeable about technology and this creates a learning environment that establishes a nice rapport, as everyone, including the teachers, becomes a learner. When students see that the teacher is excited about learning something new, that is contagious.

The use of technology has an impact on student performance, according to the high school principal, as shown by an increase in scores on a variety of tests. TAAS scores have significantly increased and part of this increase should be attributed to technology. Test scores have also increased in biology by 20 percent after computers were installed in a science lab. The use of technology increases student involvement in the subject and gives students an opportunity to learn "at their pace and at their level." Students too agreed that technology has helped their performance: "It acts as an aide."

This year, the district is performing an evaluation of the impact of technology, according to the director of instructional technology. The evaluation will use both quantitative and qualitative measures. The evaluation will be carried out by having each school evaluate some aspect of technology at a grade level, campus level, or for a specific program. The evaluation plan specifies eight areas for evaluation: basic skills instruction, advanced skills instruction, student motivation, student assessment via the use of electronic portfolios, improved teacher skills, family involvement, school management, and communication. The questions posed in each area relate to extent of use, type of use and outcomes. For example, in the area of school management and communication a key question is whether the school is more efficient because of technology.

The district is evaluating administrative software that can track students' TAAS performance to individual teachers. This software will allow the district to track performance over a three-year period and see patterns in student performance and correlate these with the use of technology by teachers.

An evaluation of the impact of technology on student performance, according to the technology coordinator, can be based on a pre/post approach. The approach can incorporate attitudinal surveys of students before technology is infused into the classroom; surveys of teachers; videos showing how teachers teach before and after technology is brought into the classroom. The evaluation can focus on whether students become independent learners who use the technology for interactive learning.

The district, according to the director of instructional technology, is just starting to look at a student service package that will allow the teacher to use technology for taking attendance and grading. The district has not yet made significant use of technology in the administration area. The district is choosing an administrative technology program carefully because it expects to use this program for a long time.

The district has been active in getting parents involved and comfortable with technology, according to the director of instructional technology. One strategy used by the district is to infuse technology in the apartment complexes around campuses. The district has contacted every apartment complex through the PTA. Working with Technology For All (TFA), a non-profit organization, the district secures technology from corporations and gives it to apartment complexes. The district is anticipating a 2,000-unit donation from Shell through the TFA and plans to distribute these computers to students' homes.

Schools are also active in educating parents about technology, according to the high school principal. Each month the school holds a technology awareness seminar series in the evening. The series has guest speakers and parents are invited. The principal has also communicated with the PTA and offered to have the school open at night and available for parents to come and take instruction in technology. The school is already working with Spanish speaking parents to teach them English using the computer lab.

The district's at-risk department, according to the director of instructional technology, is initiating a program to train parents to be computer lab monitors. These parents will, in turn, train other parents in technology. One of the district's technology specialists is spending six weeks, two evenings per week, teaching parents how to use technology so they know what students are doing. Most of the middle and elementary schools have technology nights where they demonstrate what students are doing.

The district has used technology in a variety of ways to assist students with special needs. For example, the libraries subscribe to online tools (e.g. Newsbank) in Spanish for Spanish students.

The high school Computer Science teacher works with a life skills class that has students who are autistic and students with other disabilities. These students come to the computer lab two to three times a week. The lab has special preschool software with a lot of animation and music. The students love coming to the computer lab because they become very animated when they use these software programs. The teacher reports that these students' eye-hand coordination has improved and their Math skills improved.

Distance learning, according to the director of instructional technology, is part of the district's technology vision. The district has started a pilot with BNI for distance learning labs for the four high schools. The goal is to have distance learning "trickle down" to middle schools and elementary schools.

One of the distance learning programs currently in progress partners a middle school with the University of Texas Health Sciences Medical Center. Medical experts (professors) teach 18 hours of general health science topics to the students. Experts from the Smithsonian come out once a month and visit the students. Three elementary schools are engaged via distance learning (through ISDN lines) with NASA and Monterey Bay Aquarium.

One of the high schools is currently involved in a distance learning program in Geometry and Computer Science. The program involves two schools, one of which could not find teachers in these subjects. The high school also used distance learning to conduct a parents' night and a staff development program. Even students use the distance learning capabilities. For example, two students from two different schools have teamed via distance learning to prepare for the Think Quest competition.

The district also uses distance learning weekly for staff development. For example, a high school English teacher participated in a staff development program through distance learning by giving a presentation on how to use a single computer in Language Arts and Social Studies.

The Ysleta Independent School District (ISD) is located in ESC Region XIX. The district has 66 campuses and 47,366 students. Eighty-five percent of the students are Hispanic, 11 percent are white, and 3 percent are African American. Sixty-eight percent of the students are economically disadvantaged and 21 percent are bilingual (ESL). Seventy-three percent of the students passed all sections of the TAAS.

Technology infrastructure

The Ysleta ISD has 150 LANs and one WAN. The district has Internet access in the libraries, computer labs and administrative offices. On average, classrooms have two to four computers. Fourteen percent of the staff have technology skills.

Every school is tied to Central Office with a T1 line. This gives every campus equal access to the network. Every classroom is wired with a voice, data, and a video port. The ratio of students to computers varies across schools.

The district has 10 Central Office staff members who provide support to the 62 sites and oversee 30,000 pieces of computer equipment. The Central Office has a technology liaison to each campus. The district uses a centralized Help Desk to provide technology support. The technology support staff are dispatched to sites as needed. Some campuses also have on-site technology coordinators.

The district surveyed all employees regarding their technology knowledge and professional development needs. The survey data revealed many gaps in technology competencies among staff. According to the survey, about 50 percent of the teachers understand technology basics such as how to print or navigate the system.

The district offered 50 technology-related sessions last year. The sessions that proved to be most effective were those delivered by practitioners. The district has an Internet Training Team. The team consists of staff who were sent by the district to participate in special training on the Internet. The team is teaching classes every Saturday on the use of the Internet. The district made a concentrated effort three years ago to provide technology-related staff development at the elementary level.

The campuses also offer staff development programs on-site to meet their needs. Some campuses have full-time staff who train the teachers during the day. The more knowledgeable the principal or the technology coordinator, the more tailored and effective the professional development programs on campus.

The staff development efforts at the district level and on campuses have increased the base of technology-competent staff. However, the professional development area needs greater emphasis. School staff reported the need for dedicated trainers who can train the teachers. For example, a middle school principal reported that the school, with a low level of technology implementation, hired a full-time technology computer teacher who also serves as a trainer. Since this teacher teaches only two classes, she has a flexible schedule and can go into classrooms and work hands-on with teachers on a specific curriculum rather than teach technology skills in isolation. The school offers each fall in-service on technology basics. The school has set up grading and lesson plan templates to make daily work easier. The school has trained teachers how to use these templates.

The middle school was recently connected to the Internet. Each teacher was required to go through six hours of training before they can bring their class to the computer lab to access the Internet. Participation in technology-related staff development is currently voluntary; it is based on the teachers' interest level. Training is offered on Saturdays. The school has 24 new computers in a lab. Most of the school's 375 computers are old. The schools wrote several grant proposals for equipment and received a TIF grant for 50 computers.

The middle school staff need training in how to integrate technology in daily teaching. Teachers signup for unrelated training sessions that emphasize different technology aspects. This type of training has little impact because it treats technology in a fragmented way that lacks cohesiveness. The school has three to four teachers who are advanced users of technology largely because of self-interest and personal initiative. The technology competent teachers assist other teachers in using and integrating technology into their curriculum. For example, one of the technology-advanced teachers (who is a technology teacher) teamed with a teacher of a life skills management class and showed that teacher how to integrate technology into the curriculum. This type of collaboration created a safe environment for technology use for the life skills teacher.

The elementary school has a strong technology base, according to its principal. The school has a computer lab and several computers in each of the classrooms. Recently, the school received 350 laptop computers for students (NetSchools). The school has had a technology specialist since 1992. The school sent, through funds received from the Challenge Grant, five teachers to complete a Masters in Technology degree. In addition, the school has six or seven other teachers with technology skills, so there is a "critical mass of technology knowledge." Other teachers in the school are fast learners. The school hopes to raise and even out the technology competency level of the teachers.

To make all teachers technology competent, one of the elementary schools sent five of its teachers to get Masters of Technology. The school uses these technology teachers to train other teachers how to use and integrate technology in daily instruction. The teachers go into different classrooms, rather than just stay in the lab, and demonstrate how to use and integrate technology.

One of the teachers who received a Masters of Technology from the University of Texas in El Paso uses the Internet extensively in her sixth grade Social Studies class. Because the Social Studies textbook is so limited and outdated, the students use the Internet to conduct research and download information. The teacher gives the students broad topics and no specific Internet addresses. The students do the search themselves. In addition to learning how to search and synthesize information, the teacher also noted that students' writing has improved. The main advantage of using electronic instructional materials is getting current information. However, relying exclusively on electronic instructional materials may be difficult for teachers who are not computer literate. Schools will have to offer a significant amount of technology-related professional development if they want to increase the use of electronic instructional materials by teachers.

Some teachers struggle with how to integrate technology into daily instruction. They regard it as taking time away from the class if they want to give their students a "technology experience. Technology use for them is a time management issue." They see it as added on rather than as integrated. It would be easier, according to these teachers, if the curriculum would indicate where technology is appropriate or use a curriculum that has technology integrated in it such as the SIMMS Math program (a program developed through the Urban Systemic Initiative and the National Science Foundation). Some of the schools in the district use the SIMMS program; their teachers were trained in the program last summer.

Teachers who use technology in their classrooms organize their classrooms in different ways. For example, a Social Studies teacher who started using a computer eight years ago integrates lessons with computers. The teacher seats three to four students per table. Each table represents a team. Each team divides its assignment among its individual members so that each student can do a different search on the Internet. Before students work in teams, the entire class brainstorms about what information is pertinent for the topic. The teacher acts as a facilitator, helping to format and lay out the work. Each student has a computer. Students have an electronic portfolio that can be used as a slide show. Every student delivers a writing program each month.

The students see the benefits of using computers by making their work more efficient, especially writing. Students find it easier to revise their writing by using a computer. They can manage time much better with laptops than when only a few computers are available to students. They spend more time on the computer doing their work. Students who participated in the videoconference use computers for a variety of tasks. For example, a fourth grade student indicated that he uses computers for writing and doing research. A fifth grade student likes to surf the Net at school and usually finds interesting information. An eighth grader uses computers in the computer lab several days a week.

Most teachers favor a computer for each student. It will make it easier both on students and teachers, at least from a time management perspective.

The third through sixth grades in one of the schools are involved in a NetSchools pilot project. The school received 350 laptops in October. Both teachers and students are very excited. Prior to the laptops, each classroom had four computers. This is very challenging for the teachers. The school informed the parents about the pilot project and about their responsibilities. Each laptop has the student's name on it. The laptops have e-mail capabilities. The school hopes that the parents will use the laptops to communicate with teachers. A parent who participated in the videoconference reported that his children "are constantly learning on it." They take the laptop computer in the car and use it during the drive.

The teachers who participated in the videoconference indicated that the use of technology has a significant multi-faceted impact on student performance. Technology increases students' motivation; they want to learn more. For example, a laserdisc program like Windows on Science increases discussion in the classroom because students "do not have a textbook sitting in front of them." Having the information on the laserdisc also increases the interaction between teachers and students; more than if they were reading a textbook. While the Windows on Science program does not provide as much information as a textbook, students learn through the teacher's dialogue and the student dialogue.

The use of technology makes students more confident. The students have more confidence in applying the concepts. Confidence is built faster. Even students who are considered troublemakers are more interested in learning. Students also become risk-takers. They are not leery about trying new things. They become independent learners as they discover how they learn themselves. That way, according to one of the teachers, "the light comes on a lot faster and the students retain concepts longer." This, according to the teacher, results in improved academic performance.

The Special Education Department makes extensive use of technology. The department has trained the special education teachers in the use of assistive technology. The district has a wide range of students with disabilities. Each special education student is evaluated for accessibility and need for special equipment. The district has a budget for specialized equipment.

The district has an Assistive Technology Team composed of eight members. Team members go to different campuses and train teachers and parents because some of the equipment is used at home. The training is highly specialized since it is tailored to different aspects of disability. The objective of the training is troubleshooting so parents can deal with equipment problems at home. The Assistive Technology Team works with parents continuously to ensure that the equipment works. The team also assists teachers in setting up systems. At present, the Assistive Technology Team serves 65 students. The district has software programs and voice recognition systems for students with limited mobility. Some of the students are given word processors so they do not have to write by hand. Students with limited motor control get systems that allow them to communicate.

The use of special technology by students, including software adaptation, requires the training of teachers. Some special education teachers receive specialized training in addition to the regular technology-related training offered to all teachers. Training is often provided by the equipment manufacturers. The district has two full-time technology staff; one is certified as an assistive technology provider, the second staff member was a computer literacy teacher and deals more with resources (e.g. software). The district also hired a consultant last year to evaluate the technology needs of students with disabilities. The consultant prepared a plan addressing hardware and software. In October, the district completed a survey of all the teachers regarding their needs for technology tools and training. Based on the results of the survey, the district will set up needed training programs. Last year the district organized a two-day assistive technology conference for all special education teachers.

The district received a distance learning grant from Southwestern Bell for high school campuses. Because of site-based management, campuses use different schedules. Changing schedules so that lessons in certain subject areas occur at the same time in multiple campuses is a problem. The schedule differences and the different needs that campuses have prevented the district from using distance learning on a large scale. It has been used mostly for teleconferences, community projects, and staff development. The district had videoconferences and leadership training district-wide. Technology and instructional experts offered the staff development program. The district plans to develop a distance learning plan this fall. The district wants to cable all high schools and connect them to a regional distance learning center.