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1、1PROPOSAL International Conference on Learning and Teaching On-Line ()SummaryThe Oswego City School District prioritized the often forgotten delivery system and staff development to create a resource-rich classroom environment. Equal access to any education resource from every classroom computer, co
2、mbined with a trained teaching staff, allows us to meet the goals set forth in our Vision Statement and to take our students forward to tomorrows demanding world. Our teachers are happy that “Technology keeps our kids engaged in learning while they are in the classroom; they arent leaving as often f
3、or remediation, enrichment, or research.“ Our experience as we have introduced technology into the classroom is that kids are the real players and real winners. Even our youngest elementary students quickly learn how to manipulate software and identify resource locations on either the Internet or a
4、CD to improve presentations or writing requirements. The richness and equality of resources available in our classrooms gives all students equal opportunities to excel, and they do just that.For more information on the Oswego City School District=s technology program, including the Oswego Model, vis
5、it the district=s web site: www.oswego.org. FROM: Dr. Kenneth W. Eastwood Assistant Superintendent for Instruction and Technology Oswego City School District 120 East 1st Street Oswego, New York 13126 (315) 431-5838 keastwoodoswego.org TITLE: Strategic Planning and Electronic Technologies Create Glo
6、bal Schoolhouses (sub-theme items 5 6) By 1991, the Oswego City School District had to admit it: Despite well-intentioned expenditures to improve its educational technology, it was difficult to claim that the 2investment was paying off. Our teachers had little access to computer labs, received virtu
7、ally no training on using technology in the classroom, and reported little or no use of computers for instruction. Our students seconded that opinion, citing a lack of technological relevance. Employers and college admissions officers alike regarded our graduates as suffering from a lack of technolo
8、gy preparation. The Aelectronic doorway, if it indeed existed, certainly did not open into our classrooms. What caused our district, like so many others, to go so wrong? Simply put, we had no strategic plan. Our investments in technology were little more than spontaneous reactions to a fear that our
9、 schools and students were Afalling behind. No sustained, systematic efforts provided continuity for any technology programs; the district focused more on getting computers into the classrooms than on using them effectively once they were there. In fact, despite annual technology Aimprovement expend
10、itures of hundreds of thousands of dollars, we had failed to create resource-rich classrooms. The arrival of a new Superintendent of Schools in 1991 initiated a critical review of our technology efforts and pushed for a strategic plan for improving our schools from a technologic perspective. Drawing
11、 upon the expertise of Dr. Frank Betts of the Association for Supervision and Curriculum Development (ASCD), the district began a process to forge a dynamic plan that looked at todays instructional needs and anticipated those of the future. By the start of the 1994-95 school year, we had begun a pro
12、cess equivalent to turning the Queen Mary: a total restructuring of the district=s technology program. The district focused on the full integration of technology into all appropriate facets of our instructional program. The result? Today, all students in the Oswego City School District learn in one
13、of the most technologically advanced and resource-rich teaching and learning environments in the country. Three initiatives led to the district=s success: C Charting a new course focused on using technology to improve teaching and learning C Building a flexible, future-oriented infrastructure C Deve
14、loping technological skills among faculty and staff Charting a new courseOver the course of three months of effort by more than 100 Oswego parents, teachers, students, business people, community leaders and school board members, a vision statement grew. Out of this Vision Statement, three primary ob
15、jectives were developed for the first three years of the plan: C construction of a fiber-based wide area network (WAN) infrastructure that would deliver any electronic resource directly into the classroom, C implementation of a deep program of staff development based on teachers expressed needs. C I
16、nfusion of appropriate and relevant software and hardware following the identification of instructional needs.3Insert Figure 1Building the InfrastructureAchieving the intentions of the vision statement (i.e., to create resource-rich environments for teaching and learning) required a unique network design, one that could deliver any educational resource, regardless of medium, to every classroom and desktop. We chose to assume that ed
