89 Lighthouse Technology Grant Recipients for 2001-2002
The purpose of this grant program is to identify, enhance, and disseminate existing curriculum projects that have been implemented by classroom teachers. These projects will demonstrate effective models of teaching that incorporate new technology to motivate and support students in their learning the content of the district's curriculum guidelines and the state's learning standards. The teachers who originally implemented these projects will serve as mentors to their colleagues and new teachers, and the projects should become models for other classrooms in the school, other schools within the districts, and/or other districts in the state.
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Alyse Olivieri
617-984-8727 |
Project Title: Creating Brochures
Project Overview:
The program is a series of projects for 6th Graders called Creating Brochures. These projects allow students to demonstrate what they have learned from Reading/Language Arts and Social Studies instructional units by creating paper-based brochures. Students gather information from classroom notes, discussions, textbook readings, and Internet research to create their own brochure. Creating Brochures affords students the opportunity to meet several standards found in the Composition and Media Strands of the Massachusetts Curriculum English Frameworks. For example, this project gives every student the opportunity to synthesize what he/she has learned at the conclusion of a unit. Technology plays a key role in the development of the brochures since students use the computer to edit writings - primarily using Microsoft Word.
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Eileen M. Mesmer
978-740-1297 |
Project Title: Authentic Assessment Utilizing Technological Advancements and "Real World" Understandings of Children and Their Development
Project Overview:
This project began in order to improve this teacher's ability to find a standard way to assess student progress in relation to the State Frameworks and to provide concrete evidence of it to both parents and children. It has proven to be a means to exhibit and display to parents, teacher, and children the extent of student growth over the course of one year, and has proved to be that missing piece that all of our other assessment tools were lacking. At the same time, this electronic portfolio enables teachers to document student progress in relation to the State Frameworks in English/Language Arts, History and Social Studies, and Science and Technology.
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Vicki S. Davey
413-259-1212
Carol S. Holzberg, PhD
413-259-1303 |
Project Title: Unlocking Nature's Secrets: A Thematic Investigation of Rainforests Around the World>
Project Overview:
This 8-week unit introduces second graders to the world's major rainforests. Students compare and contrast the geography, climate, vegetation, and animal populations of tropical and temperate rainforests. They develop language arts skills necessary for reading and writing success and number skills essential for computational fluency. The classroom teacher enhances existing curriculum by integrating a strong technology component supporting science, English language arts, mathematics, social science, arts, and foreign language instruction. Students word process research reports. They explore multimedia learning software, CD-ROM encyclopedias, and Internet resources for information about rainforest ecology, biological diversity, and conservation. They work with multimedia Spanish language software to strengthen Spanish vocabulary. Digital creativity kits facilitate the construction of rainforest dioramas. Electronic paint tools invite youngsters to express rainforest concepts in colorful pictures. Access to electronic mail makes it possible for children to write and send letters expressing concern about rainforest destruction to the President of the United States.
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Cindy Shepard
1-413-538-5077 |
Project Title: Interactive Assistive Computer Technology (INTERACT)
Project Overview:
This project is being implemented in a second grade language based classroom. The makeup of the classroom is unique in that it is comprised of an equal number of language learning disabled students and role models of average capability. As a result of training at the Hampshire Educational Collaborative's Center for Assistive Technology and Training (CCATT) strategies to incorporate technology with writing assignments were successfully implemented in this classroom. Staff members designed an "Ocean" thematic unit incorporating newly learned strategies. As part of this unit students conducted research, organized their information, and created a classroom multimedia slideshow using Microsoft PowerPoint. Student learning was impacted in a multitude of ways. Massachusetts curriculum standards addressed include: Domains of Science: Life Science Strand #1, Literature Strand: Standard 13, Literature Strand: Standard 20, Composition Strand: Standard 24, Media Strand: Learning Standard 26 and Learning Standard 2
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Jennifer Edge
781-749-6427 |
Project Title: Accessing the Curriculum through Technology
Project Overview:
The proposed program, Accessing the Curriculum Through Technology, will establish a model for successfully incorporating assistive technology (AT) to support reading and writing in a classroom for learning disabled students. It is believed that AT can greatly enhance student academic performance, overcome barriers to learning, and improve motivation and self-esteem. However, successful incorporation of AT into the curriculum involves more than just the acquisition of the appropriate technology tools. It requires ongoing consultation and training for the educators expected to use the technology and this necessary consultation and training will be provided by the South Shore Educational Collaborative Center for Assistive Technology (CAT), a product of the School Wide Assistive Technology. The goal of this project, in line with CAT's mission, is to demonstrate to educators at all levels how the AT resources can be effectively, appropriately, and successfully used to promote learning as evidenced by improved self-esteem and motivation, increased length of reading and written assignments, improved grades, improved overall quality of written work, and expanded access to literature and reading.
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Jennifer Edge
781-749-6427 |
Project Title: Students with Multiple Handicaps: Curriculum Access for ALL
Project Overview:
The Proposed project, Students with Multiple Handicaps: Curriculum Access for ALL, will establish a model for successfully incorporating assistive technology (AT) in the instruction of students with multiple handicaps, in line with Massachusetts Curriculum Frameworks learning standards. As a result of this grant, Classroom teachers at The South Shore Educational Collaborative's (SSEC) Community Program will be provided with the tools, training, and ongoing consultation needed to create a lending library of adapted curriculum based Thematic Units using a variety of AT tools and techniques. The necessary consultation and training will be provided by the SSEC's Center for Assistive Technology (CAT), who will also be responsible for creating a digital record and presentation of the project activities. The goal of this project, in line with CAT's mission, is to demonstrate to educators at all levels how AT can be effectively, appropriately, and successfully used to promote learning for ALL students.
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Diane L. Kelsey
508-764-5470 |
Project Title: Book Buddying with Books
Project Overview:
For the last 6 years Mrs. Gaine's and Mrs. Keane-Carron's fourth grade classes have participated in "Book Buddies", whereby once a week their students work with preschool students ages 3-5. Grade 4 students read and share books with the preschool. This past year the program has expanded to creating a LAN library of multimedia books (also published in hard copy), some of which are authored and illustrated by the Grade 4 students and some authored and illustrated cooperatively by Grade 4 and preschool students. Activities planned provided common experiences to both groups for generating ideas for writing. Technologies presently supporting the project are hard copy "big" and hand-held books, desktop computers with Internet connections, word-processing, graphic and animation software, digital camera, and camcorder. Emphasis this year was focused on The English Language Arts Massachusetts's frameworks. The entire process improves language development, reading, writing, speaking, and had the added bonus of fostering caring, enduring, and interpersonal relationships. Expanded Lighthouse funded program: Resources will be used to provide hard cover books, big books, materials for motivational activities, wireless laptop computers, publication, multimedia, speech recognition, and CD ROM software, a presentation projector, and stipends for staff development and web publishing. The laptops would allow for increased student access, flexibility of seating (because furniture in classrooms is not conducive to sitting for long periods of time by 3-5 year olds), flexibility of accessing the LAN and Internet from any location, flexibility for movement of equipment from room to room or building to building, email for students and teachers, staff development, lesson planning, and publication of the books at the West Street School website (http://ci.southbridge.ma.us/WestSt).
A presentation projector would provide for whole class viewing of books. Equipment purchased will continue to be used for this project for years. Completion of Massachusetts's frameworks will continue to encourage reading, writing, and oral language as part of the Language Arts standards.
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Ed Sauer
508-885-8563 |
Project Title: S.M.A.R.T. Global Learning - Science, Math, and Aerial Remote Technology in Global Learning
Project Overview:
The SMART Global Learning Program currently involves 2 science teachers, 1 math teacher, and 1 computer education teacher. The evolution of the program began in 1998 when 1 science teacher became intrigued with the concept of students working with real data for scientific purposes beyond that of academic exercise. The international GLOBE project provides that purpose. Now, Knox Trail Junior High School students, along with students across the globe, are providing environmental data used by scientists and students to study the Earth and its constituent environments. The overall objective of the SMART Global Learning Program is to develop students into successful, life-long learners of the natural world around them by engaging them with the science, mathematics, and technology used to understand our world.
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Richard Muise
413-787-7101
Mark Dulude
413-787-7510 |
Project Title: The Possibilities School Science Classroom
Project Overview:
Grade 8 Science students from John F. Kennedy Middle School, Springfield, Massachusetts will continue to participate in the proposed enhancement of this project. Learning activities in the project are based on two major goals: Training each student to use Microsoft Office as a learning tool. Using cooperative learning and technology to help students master the Massachusetts Curriculum Frameworks for Science, with an emphasis on the eighth grade strands. Participating students worked in small groups, each assigned a task related to the MCF. After the teacher set the goal with each group, the groups used computers to conduct research and process data; then they prepared to share their information with their classmates. The teacher functioned as a facilitator as the groups assembled the critical information about their topic. Students taught each other the steps needed to use Microsoft Office 2000 applications and complete the learning tasks. Student groups made presentations to their classmates and the teacher. After the class and the teacher gave each group feedback on their project, each group made corrections as needed, making certain that everyone received the critical information defined by the goal. This program, with far less lecture than in a traditional classroom, and an emphasis on hands-on and cooperative learning, yielded higher student interest (motivation) in strand related activities, increased student learning outputs and decreased student disruptions.
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Valerie Booth-Richter
4l3-750-2756 |
Project Title: Assistive Technology in Use in the Special Education Classroom
Project Overview:
In our pilot classrooms assistive and augmentative communication (AAC) is used to support students with special needs in accessing the curriculum as presented in the state frameworks. Technology is used to modify and adapt the content, presentation, and evaluation of all subject matter. Text is modified with picture symbols from Boardmaker or Writing with Symbols. Materials are brought into a software program like Intellitalk II so that the children have access to these activities by switch/computer and so that they are presented in a multi modality format. Expressively the students use talking word processing programs like Write Out Loud and Intellitalk II to produce their own writing. Intellitalk II can also provide a template for students who need more substantial support in writing. Communication boards are provided with lessons and can be used with a voice output device for a student who cannot use his own voice. The project is easily replicated in an inclusion program or a substantially separate program because techniques can be introduced gradually as the skill level of the staff increases. The techniques we are using and modeling include simple low tech strategies, easy to use voice output devices, available shareware, software for creating your own materials and lessons.
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Sheryl Stanton
Lisa Dakin
413-787-7240 |
Project Title: Recorded Books
Project Overview:
Recorded Books is currently a curriculum project in two seventh grade self-contained special education classrooms. It is the reading program for the students and incorporates English Language Arts as well. Students are first tested to find their instructional, frustrational, and independent reading level using the Diagnostic Reading Inventory test. Once tested, students choose a recorded book with teacher assistance at or just above their independent reading levels. Students then listen and read simultaneously 3-4 pages. Once they are finished listening, students read out-loud to a teacher. They see the word, hear the word, and later say the words. Daily, students respond in a reading log to the teacher or other students. Students practice open response skills and reflecting on literature. Recorded Books began seven years ago as the result of a professional development workshop. The program is based on the Marie Carbo recorded book program: the sight words students are hearing, seeing, and saying will become internalized. The tapes are designed to record at a slower pace so students may follow along. The current technologies used are tape recorders, headsets, and books on tape. Students also use a Macintosh G4 and G3 as well smart-boards to respond to literature read. Students use Microsoft Word to edit their writing. This project was the key component of the reading program for the learning disabled students. The majority of students in the program were anywhere from two to five years below grade level in reading. In order to address the grade level reading standards and improve student reading concurrently, students whose reading levels were far below grade level participated in the Recorded Books program.
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last updated: January 1, 2002
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