Wossamotta U. is a trade school that also offers educational classes for students without a High School Diploma or a GED.

About half of the 800 students are in the college program and attend a local community college. The other half are receiving technical training. Of these, about 250 do not have a diploma or received one through our program. We provide residency for students who do not live in the immediate area, while the rest commute to school daily. These students are mixed with respect to gender and race in about the same proportion that you see in many urban schools. The age range runs from 16-24. Wossamotta U. is owned by a private entity through a government contract, thus they are bound by the same regulations that govern any public education institution. Also, because the training provided is at no cost to the student, they must come from a lower economic class in order to be eligible. ADMINISTRATIVE Policy behavioral: Emergent resource/infrastructure: Islands

Mainly, the policy is that all staff should utilize the Promethean Board for at least 40% of the time. This was articulated by the education departments manager. However, many of the staff still does not feel comfortable with the technology and only a few utilize a large portion of its capabilities. Planning behavioral: Emergent

resource/infrastructure: Emergent

The planning process usually involves administration hearing about some new technology and deciding to purchase it. Formal investigation to how it is used or if it is appropriate for our curriculum does not exist. Staff has little input into what technology should be considered. There is no formal procedure for requesting new technology. Budget behavioral: Emergent

resource/infrastructure: Islands

The purchase of the Promethean Boards was budgeted through a special grant that was allocated. However, only at certain time periods are funds provided for new technology. There are limits that precluded many technological tools from being considered due to cost. Administrative Information behavioral: Islands

resource/infrastructure: Islands

Most staff has access to an administrative system for record keeping. These are use for taking attendance, evaluating performance, making disciplinary referrals, checking progress on tests. However, some items that would be helpful for staff are inaccessible. Also, since other institutions utilize the same program, it is difficult to get specific reports designed to fit specific needs of an institution. CURRICULAR

Electronic Information behavioral: Islands

resource/infrastructure: Islands

Our High School Diploma program is run through a couple of online schools. All the work the students do is done on line. The HSD classrooms are stocked with computers so every student can do their work. Our GED classes are like a regular school classroom. Each teacher develops their own curriculum to teach their subjects. The availability of computers is limited. There is a computer lab that can be reserved at certain times. Many teachers who do use technology for teaching use their Promethean Boards in a whole class environment. Assessment behavioral: Islands

resource/infrastructure: Islands

The teachers have access to ActivExpression devices to use with their Promethean Boards. With these devices, all students can answer questions in a timely, but not rushed, manner. At the end of lessons, students and staff can see how they did. Since we are not a traditional school in a sense of providing grades - the scores they receive on HSD or GED tests are the only grades - the results of the students class work is useful for evaluating when they are prepared to take tests. Curriculum Integration behavioral: Islands

resource/infrastructure: Integrated

While some trades and educational classrooms have incorporated technology into their curriculum, others have not, even though available. The HSD program is computer driven and the curriculum requires technological proficiency. The GED program can be done without technology, but the addition of it provides more opportunity for more students to learn. Since the GED service is preparing for conversion to computer-based testing, it will be imperative that we increase our students access to technology in that program. Teacher Use behavioral: Islands

resource/infrastructure: Integrated

Promethean Boards are available in all classrooms. There are teachers who use them religiously to teach their subjects. I am one of them. Others, use it like a glorified white board. The ones who use it extensively, develop their curriculum with the technology in mind. They ask, How can I teach this lesson with the technological tools I have on hand? Student Use behavioral: Islands

resource/infrastructure: Integrated

Student use of technology is mainly for taking tests or answering questions to see what they know and what they do not know. Within the HSD program, there is some research required, but most of the information they are going to be tested on is provided for them with little need to look outside the materials provided. SUPPORT Stakeholder Involvement

behavioral: Emergent

resource/infrastructure: Emergent

The decisions made are done at management level with little input from the staff. Our program is very number driven and decisions are made with respect to how we rank nationally in comparison to other programs like us. As a staff, we are then expected to achieve these goals with the tools provided by the administration. These tools usually are based upon what they hear is the latest and greatest; as long as it fits within the budget. Administrative Support behavioral: Emergent

resource/infrastructure: Islands

Staff is encouraged to suggest programs and technological tools. However, there is not a set time dedicated for staff to research the matter or discuss it. Every period of the day is devoted to instructional time. The IT department is small (two people) and their time is spent more on maintenance issues. Training behavioral: Islands

resource/infrastructure: Emergent

When we purchased our Promethean Boards, we received a three-day extensive training on how they work. A few of us also went to further training, so we could train others on their use. There is no regular formal training set up for them. Much of the training time during the summer and winter break periods are designed to do required annual trainings. Since we are a yearround institution, these break periods are only a few weeks long and dont provide enough time for continual training. Technical/Infrastructure Support behavioral: Emergent

resource/infrastructure: Islands

As I stated earlier, a few staff have received additional training on the Promethean Boards and are trained to instruct our fellow teachers on their capabilities. However, there is limited time to train and most of it is whenever another staff asked for specific help. Since we have many experienced teachers with little technological backgrounds, many do not fully utilize their boards. Thus, they dont even know what assistance to ask for. CONNECTIVITY Local Area Networking (LAN) behavioral: Islands

resource/infrastructure: Integrated

The HSD students have to use the internet to do all their work. The work is part of pre-prepared packages and dont require much research beyond the online school sites. Most staff has access to the internet for administrative bookkeeping. Connection throughout the school is via wireless modems. District Area Networking (WAN) behavioral: Integrated

resource/infrastructure: Integrated

The staff has access to a system designed to handle bookkeeping that is used by other similar institutions. Staff can take roll, make evaluations, access reports and many other administrative details. Video and voice is available in limited quantity and quality. Internet Access behavioral: Islands

resource/infrastructure: Intelligent

Many ideas and concepts that would be too costly to perform in real life could be achieved visually and interactively. Due to internet access restrictions, a lot of these have to be prepared ahead of time. Teaching moments are often stalled because access to specific sites, even though educational, are blocked and a special request needs submitted to make those sites available. The access is all wireless and every classroom has connection. Communication Systems behavioral: Islands

resource/infrastructure: Intelligent

All staff and students have e-mail accounts. Most students do not access their e-mail accounts and they are not often used by the staff to contact students. Staff use e-mail every day, but are not able to maintain constant monitoring of e-mail and thus other means of contact (phone) have to be used. Improved communication technology would solve a lot of issues before they become major problems. INNOVATION New Technologies behavioral: Islands

resource/infrastructure: Islands

Prior to purchasing the Promethean Boards, we went on a visit to a local school that use them. Every staff member was excited by what they saw. However, over two years after purchasing our boards, many staff members still use them as nothing more than a high tech white board. Staff who do use their more advanced features, only focus on a select few with which they feel comfortable. Only a small portion of staff use the ActivExpression devices to monitor student learning. Only one staff member has upgraded to a new version of the ActivExpressions. Comprehensive Technologies behavioral: Islands

resource/infrastructure: Islands

Beyond the Promethean Boards, a couple of student computers and the staff computer, there is little technological utilization in the classroom. While there are GED programs out there to provide students more education and practice, I am forced to make do with what I have created for my class. I have tried to revise and update my curriculum when time permits. However, it is mostly a little window dressing of the tools I currently have available. CONCLUSION I would place Wossamotta U. in between the Emerging and Islands benchmarks. While connectivity is relatively strong - practically all areas have internet access - administration and support is very weak. The administration determines what technology to purchase based upon outside influences and not specific needs. Basic training time is allotted, but continual training is not given priority. Educational staff does not have prep periods. Many of the teachers are

experienced and are leery of using new technology without adequate practice. As professional staff, we are not given abilities to override site-blocking technology so we can access information when needed. This is why I have chosen to pursue a MET degree. I am hoping that I will be able to use my degree to convince management of the need for a technology department that can better research technological tools, develop lessons for the teachers based upon their input, provide continuous training and increase effective technological use throughout the school.