HISTORY
Technology Literacy Challenge Grant was designed to ensure success in literacy by using technology as part of the daily learning experience. The grant was also designed to prepare students for their move from technology-enriched elementary schools to middle schools and beyond. Approximately 164 elementary schools participated for three years and 57 middle schools participated for four years. Each school selected a team of approximately 4 teachers (classrooms). A few year round schools and others opted to pay for the inclusion of roving teachers or to have all teachers at a selected grade level participate in the grant.Technology Literacy Unit has supported The Riordan Foundation grants and projects since 1990 by either collaborating in the writing of the grants or in the implementation of the grants and projects, i.e. KIDTYPE, COMPUTERS IN THE CLASSROOM, ENGLISH LANGUAGE DEVELOPMENT.”
GOAL
All grants and projects have and will continue to include hardware, software and professional development to increase student achievement in listening, speaking, reading, writing and presentation skills as represented by District and State Standards and to increase the daily use of instructional technology by both classified and certificated staff members.
TECHNOLOGY INFUSION
Participating classrooms received computers (IMAC or PC), printers, scanners and AlphaSmart keyboards. Each teacher received a laptop for lesson preparations, on-line courses and presentations. Digital still cameras, digital video cameras, CD burners and LCD projectors were also provided to the TLCG classrooms.
TECHNOLOGY INTEGRATION
Daily instruction is driven by the integration of the technology. Student activities from this program involved all the listening, speaking, reading, writing and presenting skills as represented by District and State Standards. Skills are implemented through both project-based lessons and direct skill instruction. The technology helps to deliver instruction to students with special needs, and allows intervention for students who need more work on reaching the 3rd and 8th grade literacy benchmarks. A student with limited verbal skills and English Language Learners can demonstrate mastery of a standard through computer-assisted instruction.
TECHNOLOGY STAFF DEVELOPMENT
Through U.P.D.A.T.E. professional development is provided at several LAUSD sites around the district. Many courses are offered in partnership with BTSA (SPELL OUT THE NEW NAME); LACOE (spell out) and Tools4learning; PalmOne™; K12 HANDHELDS; TASKSTREAM; Camp Internet; and other district sponsored initiatives.
NOW
Many instructional technology grants and programs originate and/or are managed through the Technology Literacy Unit including U.P.D.A.T.E., The Riordan Foundation projects, InfoTECH Conference, and Peer-to-Peer program to provide support at the school sites for the grants and programs. The staff includes the following: 1 coordinator; 3 ITAFS, Instructional Technology Applications Facilitators (Barbara Masters, Jean Sais, Martha Valencia); 1 part time employee to manage The Riordan Foundation projects; 1 ISSA, Instructional Support Analyst; and several Professional Experts that provide staff development through the grants and programs; 2 clerical staff members that provide assistance to participants needing registration support in The Learning Zone for all classes and beyond. |
