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The
Setting:
Plymouth Elementary
School serves the town of Plymouth, New
Hampshire. Plymouth is an accessible
community in the very heart of New Hampshire’s lakes and mountains. Plymouth
is centrally located in the state of New Hampshire. Interstate 93 runs on the
eastern border of the town. U.S. Route 25 travels through the center of the
town. Plymouth is a progressive community, rich in history and tradition.
Plymouth attracts community-minded people and is committed to providing an
excellent education for its population.
The population in Plymouth consists of 3000 residents. Plymouth
Elementary School is a K-8 school system with an enrollment of 480 students.
Plymouth Elementary School is a modern facility with a professional staff of
50 and a support staff of 24. The school community is equipped to continue
its tradition of academic excellence while promoting a healthy and safe
learning environment for all.
The plot: Develop and maintain an informational and
technological system that enables a community of learners to develop to their
potential and acquire the knowledge, skills and attitudes needed to
contribute to their community and growing global society. We believe that we need to prepare students for a
growing global economy. The structure of society is rapidly changing to
include electronic information technology. We must act quickly to prepare our
children to participate in the technologically advancing world.
The teachers: 16
teachers were directly involved. The middle
school teachers within the core content areas were directly involved in
working with the technology educator and library media specialist in this
project. Portfolio contents helped teachers determine future instructional
strategies and content and showcased their student’s work within the content
areas.
The
students: ICT literacy is
the ability to use technology to develop 21st century content knowledge and skill
in the context of learning core subjects. Students were able to use
technology to learn content and skills — so that they know how to learn,
think critically, solve problems, use information, communicate, innovate and
collaborate. This project integrated student goals with the ICT portfolio to
reflect ongoing student growth. The contents of the portfolio were organized
by ICT components, then within the components by grade level groups (grades
6-8). Within each grade level grouping, artifacts were linked to reflections
and assessment tools.
The
data:
The data collected involved the analysis of
each 8th grader’s electronic portfolio. Competencies were demonstrated by the
collection of their artifacts and assessments.
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