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ERIC Number: ED347039
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Empowering Teachers through Technology: Developing the Rural School of the 21st Century.
Johnson, Michael J.; Vaughan, Sherry
This paper describes Colton School District's (Washington) project of the Rural School of the 21st Century. The goals of the 6-year project, initiated in 1988, were to incorporate technology into all aspects of education and to use technology in restructuring the school system. The Colton School District consists of 184 students in a single K-12 building. Empowering or educating teachers with new technology also meant empowering the school board members, parents, patrons, and senior citizens; empowerment and development activities for each group are described. Specific results of the project evaluation for 1992 are included. This report concludes that: (1) teacher attitudes improved toward the use of technology and toward the teaching profession; (2) student achievement increased as measured by the number of books and reference materials checked out by students from the library and an increase in the quality of student writing; (3) technology expanded course offerings of the school; (4) empowerment increased communication between staff, parents, school board members and other groups; (5) through the use of technology and the resulting curricular changes a life-long learning culture was established in the school; (6) additional, compensated professional development time for teachers was established; (7) start-up costs for technological innovation were considered minimal; (8) parent and patron attitudes about the school improved; and (9) teachers thought technological innovation had significantly changed the curriculum, teaching methodologies, and the roles between teachers and students. (28 references) (LP)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington