Laurie Howley
Spring, 2000
Dr. Marianne  Dove

Conyers, John G., Kappel, Toni and Rooney, Joanne. (February 1999) How Technology Can Transform A School. Educational Leadership, 56 (5), 82-85. Thesis: Integration of technology into curriculum offers students unique learning opportunities, which impact their learning and performance.

      Willow Bend School located in Rolling Meadows, Illinois, is unlike the stereotypical suburban school. It has a diverse student population, many who is low income and speaks English as their second language. There was a time when the Willow Bend community felt "demoralized and discouraged" because they lacked the resources and funding necessary to successfully run their school and teach their students. At about this same time, the local school district had been exploring technology's impact on learning and performance. Given its present state, Willow Bend School decided to go beyond the exploratory stage. For them, the time was right to switch their focus and find an innovative way out of their rut. Their solution involved teachers and administrators together creating a pilot program integrating technology into their whole curriculum. This article profiles Willow Bend's model for technology integration and describes the impact technology has had on the entire school population.

      To begin, teachers and administrators became completely engaged in the transformation of the school. All were committed to the reorganization of the curriculum and the school in order to integrate technology. Committees were formed to choose hardware and software; educational opportunities were provided to every teacher so they could develop lessons and integrate in ways comfortable for them; research was done to weed out the latest and best of everything. Most important, teachers studied how to integrate subjects and incorporate strategies for teaching higher-order thinking skills using technology.

      As a result, Willow Bend no longer functioned as a traditional school.  The curriculum, instructional approaches, assessment processes and use of technology were all new. "Students were aroused in multiage settings.  Round tables replaced desks because staff understood that learning is largely a social process in which students interact as they explain, support and self-correct." Technology became the new tool. It was in place so that, hopefully, students would use it to learn better. That's just what happened!

      After about a year, teachers assessed that students consistently produced higher quality work. For instance, by composing at the computer, composition writing improved. The ability to check spelling, cut and paste, and have other alternatives to assist in rewriting and editing, greatly enhanced student products. Reading scores went up due to technology assisted reading instruction and diagnosis (Accelerated Reader). Math and Science scores improved by reason of the increased number of resources within the school, including software and Internet sources. Attendance rates were better as well because students wanted to be in school. These outcomes confirmed to everyone involved the positive influence technology had on learning at Willow Bend School. Willow Bend was where it wanted to be as a school in the community - proud and successful.

      As a third grade teacher/computer teacher, I, like the Willow Bend teachers, truly do envision and use technology as a tool for learning. What I really appreciate about it is that it is not exclusive to or beneficial to just one type of learner, such as the gifted learner. The use of technology provides a means for addressing every student's unique learning style.

      In my classroom, I encourage choice and experimentation. I believe the flexibility of the computer allows individual learning styles to be accommodated. When a student can make a choice about how they want to interact with the technology; the potential for their learning is enhanced. Technology supports opportunities for students to progress at a rate appropriate for them. The computer moves as the student dictates. The user is in charge. Technology allows students to develop strengths while gaining confidence and building skills. It fosters individual and small group investigation of real world problems. It promotes collaborative learning where students can learn with and from each other regardless of time or place. Technology cultivates creativity and/or organization. I believe use of technology encourages the development and practice of higher level thinking skills as well. Its potential to serve every student as a tool for learning is unlimited.

      There are a number of components within the Willow Bend School model that I feel are most important to a successful technology integration program. They include willingness to adapt and change, leadership, vision, risk-taking, team-work, and administrative support. When one of those components is missing, it is difficult to put the program into place. In my experience in the Canfield Schools, I find that not everyone is committed to the idea of using technology as a tool for learning. So, when I do find out about schools such as Willow Bend, I feel frustrated. My frustration arises from realizing my school has the potential to do what Willow School is doing, but many teachers lack the interest and the vision to accomplish it. I perceive them to feel that enough is enough! They use technology to a certain extent, but want to go no further. This attitude disappoints me because, as a teacher, I believe we must always be learning and trying new methods. If we are complacent in our learning and our teaching, I think our students will too easily be allowed to follow in our footsteps.