The
Rationale
The fundamental skills of reading, writing, and arithmetic remain the cornerstones of schooling and student learning. Studies have shown that students learn these basic skills faster and better when they have a chance to practice them using technology. One of the reasons cited for this improvement is that students are engaged by the technology. As a result, they spend more time learning and practicing the basic tasks than students who approach the same tasks in a traditional paper-and-pencil manner. Students are more motivated to learn when technology is part of their daily school experience. (1)
The findings of a research study conducted by Rockman ET AL supports technology’s positive effect on writing skills. Researchers found that students who use laptops regularly at school and at home are better writers, outperforming their peers in all four scored areas of writing assessment – content, organization, language/voice/style, and mechanics. When asked what impact using laptops had on their writing, students reported that computers allowed them to do more extensive editing, which led to better writing. (3) Additionally, an eight-year study of SAT I performance involving students at Brewster Academy showed that students who regularly used laptop computers increased their combined SAT performance by an average of 92 points. (6)
Research
has also shown that the benefits of technology go well beyond the classroom.
A study conducted by the U.S. Department of Education revealed that when
schools provided students with home computers and modems so they could
connect to the schools’ networks, students increased the amount
of time spent on educational activities outside of school. It is believed
that once students become familiar with technology, they quickly develop
proficiency in its use. This opens up an exciting new world of learning
possibilities for them, and their potential for achievement skyrockets.
Students gain new skills and become familiar with new technologies that
will help prepare them for future success in an increasingly technological
world. Even the most basic tools can help young learners become more productive.
Web
browsers make it easy for students to find in-depth information on just
about any subject, while basic software tools such as databases, spreadsheets,
and concept maps help them to organize and evaluate the data they find
online. As a result, students express their ideas more clearly and creatively,
using a variety of communications media including words, images, audio,
and video. Technology also helps students create work that looks more
professional. So when it’s time to hand in or publish their work,
students take pride in sharing it with their peers, parents, and teachers.
In
the classroom, many teachers are turning to digital media to strengthen
students’ basis skills. Using video and audio technology brings
class material to life in a way that stimulates young minds and facilitates
learning. By incorporating pictures, sound, and animation, multimedia
significantly enhances students’ ability to recall basic facts as
well as to improve their understanding of complex systems. One reason
for this improvement may be that digital media tools can be used to address
each student’s individual learning style, thereby empowering all
students to achieve their potential.
The Lighthouse Project
In the 2003-04 school year, St. Agnes Academy – St. Dominic School will join 11 other schools across the nation in what is known as The Apple Lighthouse Project. This collaborative effort among participating schools is a partnership between Apple, Inc. and these schools. The model has been created to give schools and their teachers a built-in support system, as all schools will share teaching methods, units of study, and administrative data and research.
The Lighthouse Project presses the participating schools to reach beyond the limits of their campuses, collaborating and sharing best practices. The Lighthouse Project focuses on innovations in the classroom and teaching models that encourage student-centered learning.
Some of the participating schools are the following:
• St. Paul Christian Academy, Nashville, Tn.
• Greenland School District
• Currey-Ingram Academy, Brentwood, Tn.
• Atlanta Girls School, Atlanta, Ga.
• Gillespie School, La Jolla, Calif.
• St. Agnes Academy – St. Dominic School, Memphis, Tn.
• The Oakwood School
The Model
The paradigm for The Apple Lighthouse Project is based upon curriculum development, instructional practices and student outcomes and draws upon best practices and competencies for learning. Continual staff development and the alignment of the curriculum to ISTE (International Society for Technology in Education) standards are integral components of the program. The instructional practices embraced by these standards directly correlate with St. Agnes-St. Dominic’s commitment to the educational principles of brain-based learning and multiple intelligences. The administration, faculty and staff believe that participating in this project will give teachers the tools to extend learning and to increase educational opportunities for students.
Scientists who have studied the brain and how it performs have found three varieties of instruction that have optimal effects on students:
• Learning environments in which students are immersed in what they are doing
• Learning environments in which activities challenge students
• Learning environments in which students analyze and synthesize information
The Journey
The use of technology is not new to St. Agnes – St. Dominic. In fact, when the WICAT lab was created in the 1980’s, SAA-SDS was one of the first independent schools in Memphis to design a computer laboratory experience based on individual student progress in math and reading. From that day forward, the School has continued its journey in technology integration to the present time.
Teacher Training
The Dominican Gala and Auction and the Annual Fund appeals in the past ten years have generated funds to allow the School to train teachers in all grades. Without this prior training, the teachers would not have been prepared for this big step.
An essential ingredient and one of the primary rationales behind this model is the need to move a traditional classroom from content-specific facts and information to refocusing attention on students becoming active, engaged learners. In place of rote recall of specific facts, curricula should emphasize depth of understanding, knowledge construction through analysis, synthesis of real-life problems, and the integration of content and sound pedagogy. These frameworks sometimes require intense training and practice for teachers. No longer are they the “Sage on Stage,” but, rather, “The Guide on the Side.”
Studies show that students who participate in student-centered learning programs score consistently higher in every subject area on standardized tests. Teachers with routine access to computers tend to employ teaching practices that put students at the center of learning. They focus their lessons on discussion rather than lecture, encouraging student-led inquiry and emphasizing thinking skills. In this way, technology offers greater opportunities for learner control and greater connections between class work and the real world.
Faculty members at SAA-SDS have attended the following workshops and conferences in recent years to receive training and direction in technology curriculum integration: TETC, NECC, ERB, SACS, NAPSG, and TAIS.
Simultaneously,
administrators and board members took site visits to the following schools:
Girls Preparatory School, Harpeth Hall School, St. Andrews School, Jackson
Preparatory School, St. George’s Episcopal School, Lausanne Collegiate
School, in addition to St. Pauls, Country Day School, and Breyley in New
York. Additionally, speakers have been brought to campus to address the
faculty on the topics of brain-based learning, gender differences in learning,
multiple intelligences and how to address different learners in a classroom
environment.
The Leadership Team
The Leadership Team was assembled to provide perspective and direction in the implementation process. Team members were called upon to consider a wide variety of topics related to the implementation with the purpose of discussing and finalizing the operational practices that support instruction with technology throughout the school. The members also serve as ambassadors for the Lighthouse process. The insight that members gain from participation can be shared with parents, students, staff and community members to help communicate the successes of the program.
The members of the SAA-SDS Leadership Team are: Barbara Daush, Mike Mattingly, Gerald Gochenour, Kathy Boccia, Joy Maness, John Murhy, Bobby Ireland, Amy Moody, Ouida Rodriguez, Lou Gattas, Julie Weaver, Margaret Edwards, Ann Geissler, Carolyn Willingham, JoAnn Lynn, Laura Robinson, Melissa Aldy, Mary McNelis, Shelly Carter, Laughlin Tagg, Chandler Whitman, Elizabeth Black, and Marie Bugnitz
Equipment/Infrastructure
The School currently is set up to accommodate 950 total iBook computers with AirPort wireless cards, 60 AirPort Base Stations, and 12 iBookWireless Mobile Labs. There are projectors and printers in every classroom, 20 digital cameras, 18 movie cameras, and 5 Servers running various applications including PowerSchool, E-mail, the school’s website and other applications associated with the school’s business office. The campus network has been completely rebuilt with high-speed switches and a gigabit backbone from building to building. The IT staff will continue to monitor the network on a daily basis and address any issues pertaining to bandwidth or misuse by students and faculty. The campus has a SonicWall content filter in place which is monitored and reports to the staff at the end of each day.
Administration
President: Barbara Daush, O.P.A.
Dean, St. Agnes Upper School: Joy Maness, O.P.A.
Dean, St. Agnes Lower School: Kathy Toes-Boccia
Dean, St. Dominic School: John Murphy
IT Staff
Director: Bobby Ireland
Director of Curriculum Integration: Amy Moody, O.P.A.
Systems Administrator: Danny Nailen
Webmaster: Sean Andre
Laptop Services Coordinator: Andrea Olson
Curriculum Integration Specialist: Ouida Rodriguez
Curriculum Integration Specialist: Stephanie Maness
The fundamental skills of reading, writing, and arithmetic remain the cornerstones of schooling and student learning. Studies have shown that students learn these basic skills faster and better when they have a chance to practice them using technology. One of the reasons cited for this improvement is that students are engaged by the technology. As a result, they spend more time learning and practicing the basic tasks than students who approach the same tasks in a traditional paper-and-pencil manner. Students are more motivated to learn when technology is part of their daily school experience. (1)
The findings of a research study conducted by Rockman ET AL supports technology’s positive effect on writing skills. Researchers found that students who use laptops regularly at school and at home are better writers, outperforming their peers in all four scored areas of writing assessment – content, organization, language/voice/style, and mechanics. When asked what impact using laptops had on their writing, students reported that computers allowed them to do more extensive editing, which led to better writing. (3) Additionally, an eight-year study of SAT I performance involving students at Brewster Academy showed that students who regularly used laptop computers increased their combined SAT performance by an average of 92 points. (6)
Research
has also shown that the benefits of technology go well beyond the classroom.
A study conducted by the U.S. Department of Education revealed that when
schools provided students with home computers and modems so they could
connect to the schools’ networks, students increased the amount
of time spent on educational activities outside of school. It is believed
that once students become familiar with technology, they quickly develop
proficiency in its use. This opens up an exciting new world of learning
possibilities for them, and their potential for achievement skyrockets.
Students gain new skills and become familiar with new technologies that
will help prepare them for future success in an increasingly technological
world. Even the most basic tools can help young learners become more productive.
Web
browsers make it easy for students to find in-depth information on just
about any subject, while basic software tools such as databases, spreadsheets,
and concept maps help them to organize and evaluate the data they find
online. As a result, students express their ideas more clearly and creatively,
using a variety of communications media including words, images, audio,
and video. Technology also helps students create work that looks more
professional. So when it’s time to hand in or publish their work,
students take pride in sharing it with their peers, parents, and teachers.In
the classroom, many teachers are turning to digital media to strengthen
students’ basis skills. Using video and audio technology brings
class material to life in a way that stimulates young minds and facilitates
learning. By incorporating pictures, sound, and animation, multimedia
significantly enhances students’ ability to recall basic facts as
well as to improve their understanding of complex systems. One reason
for this improvement may be that digital media tools can be used to address
each student’s individual learning style, thereby empowering all
students to achieve their potential. The Lighthouse Project
In the 2003-04 school year, St. Agnes Academy – St. Dominic School will join 11 other schools across the nation in what is known as The Apple Lighthouse Project. This collaborative effort among participating schools is a partnership between Apple, Inc. and these schools. The model has been created to give schools and their teachers a built-in support system, as all schools will share teaching methods, units of study, and administrative data and research.
The Lighthouse Project presses the participating schools to reach beyond the limits of their campuses, collaborating and sharing best practices. The Lighthouse Project focuses on innovations in the classroom and teaching models that encourage student-centered learning.
Some of the participating schools are the following:
• St. Paul Christian Academy, Nashville, Tn.
• Greenland School District
• Currey-Ingram Academy, Brentwood, Tn.
• Atlanta Girls School, Atlanta, Ga.
• Gillespie School, La Jolla, Calif.
• St. Agnes Academy – St. Dominic School, Memphis, Tn.
• The Oakwood School
The Model
The paradigm for The Apple Lighthouse Project is based upon curriculum development, instructional practices and student outcomes and draws upon best practices and competencies for learning. Continual staff development and the alignment of the curriculum to ISTE (International Society for Technology in Education) standards are integral components of the program. The instructional practices embraced by these standards directly correlate with St. Agnes-St. Dominic’s commitment to the educational principles of brain-based learning and multiple intelligences. The administration, faculty and staff believe that participating in this project will give teachers the tools to extend learning and to increase educational opportunities for students.
Scientists who have studied the brain and how it performs have found three varieties of instruction that have optimal effects on students:
• Learning environments in which students are immersed in what they are doing
• Learning environments in which activities challenge students
• Learning environments in which students analyze and synthesize information
The Journey
The use of technology is not new to St. Agnes – St. Dominic. In fact, when the WICAT lab was created in the 1980’s, SAA-SDS was one of the first independent schools in Memphis to design a computer laboratory experience based on individual student progress in math and reading. From that day forward, the School has continued its journey in technology integration to the present time.
Teacher Training
The Dominican Gala and Auction and the Annual Fund appeals in the past ten years have generated funds to allow the School to train teachers in all grades. Without this prior training, the teachers would not have been prepared for this big step.
An essential ingredient and one of the primary rationales behind this model is the need to move a traditional classroom from content-specific facts and information to refocusing attention on students becoming active, engaged learners. In place of rote recall of specific facts, curricula should emphasize depth of understanding, knowledge construction through analysis, synthesis of real-life problems, and the integration of content and sound pedagogy. These frameworks sometimes require intense training and practice for teachers. No longer are they the “Sage on Stage,” but, rather, “The Guide on the Side.”
Studies show that students who participate in student-centered learning programs score consistently higher in every subject area on standardized tests. Teachers with routine access to computers tend to employ teaching practices that put students at the center of learning. They focus their lessons on discussion rather than lecture, encouraging student-led inquiry and emphasizing thinking skills. In this way, technology offers greater opportunities for learner control and greater connections between class work and the real world.
Faculty members at SAA-SDS have attended the following workshops and conferences in recent years to receive training and direction in technology curriculum integration: TETC, NECC, ERB, SACS, NAPSG, and TAIS.
Simultaneously,
administrators and board members took site visits to the following schools:
Girls Preparatory School, Harpeth Hall School, St. Andrews School, Jackson
Preparatory School, St. George’s Episcopal School, Lausanne Collegiate
School, in addition to St. Pauls, Country Day School, and Breyley in New
York. Additionally, speakers have been brought to campus to address the
faculty on the topics of brain-based learning, gender differences in learning,
multiple intelligences and how to address different learners in a classroom
environment. The Leadership Team
The Leadership Team was assembled to provide perspective and direction in the implementation process. Team members were called upon to consider a wide variety of topics related to the implementation with the purpose of discussing and finalizing the operational practices that support instruction with technology throughout the school. The members also serve as ambassadors for the Lighthouse process. The insight that members gain from participation can be shared with parents, students, staff and community members to help communicate the successes of the program.
The members of the SAA-SDS Leadership Team are: Barbara Daush, Mike Mattingly, Gerald Gochenour, Kathy Boccia, Joy Maness, John Murhy, Bobby Ireland, Amy Moody, Ouida Rodriguez, Lou Gattas, Julie Weaver, Margaret Edwards, Ann Geissler, Carolyn Willingham, JoAnn Lynn, Laura Robinson, Melissa Aldy, Mary McNelis, Shelly Carter, Laughlin Tagg, Chandler Whitman, Elizabeth Black, and Marie Bugnitz
Equipment/Infrastructure
The School currently is set up to accommodate 950 total iBook computers with AirPort wireless cards, 60 AirPort Base Stations, and 12 iBookWireless Mobile Labs. There are projectors and printers in every classroom, 20 digital cameras, 18 movie cameras, and 5 Servers running various applications including PowerSchool, E-mail, the school’s website and other applications associated with the school’s business office. The campus network has been completely rebuilt with high-speed switches and a gigabit backbone from building to building. The IT staff will continue to monitor the network on a daily basis and address any issues pertaining to bandwidth or misuse by students and faculty. The campus has a SonicWall content filter in place which is monitored and reports to the staff at the end of each day.
Administration
President: Barbara Daush, O.P.A.
Dean, St. Agnes Upper School: Joy Maness, O.P.A.
Dean, St. Agnes Lower School: Kathy Toes-Boccia
Dean, St. Dominic School: John Murphy
IT Staff
Director: Bobby Ireland
Director of Curriculum Integration: Amy Moody, O.P.A.
Systems Administrator: Danny Nailen
Webmaster: Sean Andre
Laptop Services Coordinator: Andrea Olson
Curriculum Integration Specialist: Ouida Rodriguez
Curriculum Integration Specialist: Stephanie Maness