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Archival Information: Effective Projects Case Studies The following Effective Projects Case Studies were submitted by schools or school districts in New Hampshire in the early stages of implementation of Digital Portfolios. A lot has changed since these were developed, and many more portofolio tools are available. But review of the processes, considerations, and solutions might be helpful. Many of these projects (but not all) were funded through the federal Enhancing Education Through Technology Program. Each case study tells a story about a project that has made a difference to these districts!
Case
Studies and Sample Portfolios Case Study #1 - A small rural school of 150 students with limited technology. There is no kindergarten in the district. The school houses grades 1 - 8 with one class at each grade level. Kids go to a regional high school. The school has dialup Internet connections that are not very reliable. The district does not have a technology integrator. While each classroom does have a computer, there is no computer lab. There are 6 computers in the library. The library media specialist is the technology leader in the school. The school board supports the initiative but has limited funds to commit to technology upgrade in the school. (Word) (HTML) Case Study #2 - A medium sized district with a K-8 school and a high school. There are about 1,000 students in the district. Each of our schools has a computer lab, and there is a technology coordinator for the district. The district has adopted an initiative that focuses on integrating technology into the content. The school board is supportive of the tech integration initiative; however, there is a growing pool of teachers that resist having “one more thing to do”. Buy in from the faculty is slow. While the computers are somewhat old, the district has promised to replace them soon. (Word) (HTML) Case Study #3 - A medium sized middle school housing grades 6 - 8 of about 300 students. There is no computer lab, or a technology director. The school board is not supportive of any initiatives that cost money to the townspeople. Classrooms have 2 or 3 old computers in them, which were donations from local business. There is limited server space, and Internet access is limited to the 5 computers in the library. (Word) (HTML) Case Study #4 - A district with one large elementary school (K-6) of 700 students and one large middle school (7-8) of 300 students. The school buildings are relatively new, and equipped with new technology and computer labs. Each building has a technology coordinator. Technology skills are taught as one of the specials by the tech coordinator. Students have individual logins to the system. Several teachers in both buildings are veteran teachers with no desire to use technology in their classroom. (Word) (HTML) Case Study #5 - A small rural school district with 500 students. The school has an old computer lab but does not have Internet access. Students are taught keyboarding and word processing, but little else. A few teachers attempt to integrate technology skills into their curricula, but the majority do not. The school board is not very concerned with the new ICT standards, even though they were advised of them. (Word) (HTML) Case Study #6 - A school among 7 elementary schools in a large district with approximately 4,000 students in K-12. The school has a computer lab which is shared with an adjoining middle school. Both schools also share a technology integrator for middle/elementary school, and there is a technology coordinator for the district. The school has high speed internet access, and new computers and software in technology labs. (Word) (HTML) Sample Student Portfolios - Developed by teams at the summer institute
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Last updated December 13, 2021