SPICE 2007 Model Program Descriptions - National Catholic Educational Association

The goals of the GIS program at Bishop Dunne are to individualize instruction, challenge students to reach their potential, present an academic rigor to prepare students for college, promote community service, and engage students in inquiry based instruction. We see GIS as an important part of our main educational pillars: academic rigor using research skills; technology literacy; geographic and spatial literacy; and community service and social justice. The most important component of the Bishop Dunne mosaic is our involvement in the local community. Through a variety of programs started by the GeoTech Research Lab, Senior Service, and Student Council, Bishop Dunne students and faculty help to support our greater family of the Dallas community. Community partnerships have been forged with the Dallas Area Habitat for Humanity, Dallas Police Department, Texas Parks and Wildlife, Environmental Protection Agency, Texas Agricultural Extension Service, Dallas Zoo, Dallas World Aquarium, Dallas Museum of Natural History, Diocese of Dallas Elementary Schools, City of Dallas GIS Department, Texas Alliance for Geographic Education, and the Gilbert M. Grosvenor Center for Geographic Education. Students provide key services to these groups, compiling, mapping and analyzing important data, and drawing important conclusions that aid these groups in their mission.

We see GIS as a means for more fully engaging students in inquiry-based learning; having students understand and conduct important research, creating geographic and environmental solutions, and being active community stakeholders. We want our students active in their community and strong in technology skills.

Using a “train the trainer” model, the primary focus of the TCL program is to empower local site participants with the best-practice skills, processes, and content necessary to be instructional leaders in implementing 21st century learning skills in the context of integrated technology. Annually over a 100 teachers and administrators participate in the program. Course credit and recertification hours have been available in a variety of formats since 1990. In 2004, a collaborative partnership with Clarke College resulted in a Master in Education degree opportunity for TCL participants. Eighteen hours are provided through the TCL program, and eighteen hours are offered through Clarke College in a hybrid format. The annual six days of the program combine a “trail” or course offering in the morning with the selection of two “toolbox” sessions in the afternoon. The “toolbox” sessions consist of fourteen technology and curriculum offerings. State consultants, college personnel, TCL participants, and archdiocesan staff provide the instruction. Support from local boards and school administrators is essential to the success of the program. The TCL program offers educators an opportunity to grow professionally by providing long-term, sustainable, research-based staff development.

Our students learn to use technology to do their schoolwork. We use integrated software “Microsoft Office” making good use of the Internet for research, “Word” for papers, and “PowerPoint” for presentations. Mavis Beacon is used by fourth through sixth grade. The technology teacher’s webpage created at Teacherweb.com is constantly changing depending on classroom teacher’s goals. We obtained “Rosetta Stone” software and made it a part of what second through sixth grade do in computer classes. The music teacher’s goals are supported by all of us when pictures of the participants of the talent shows line our halls to help us celebrate talents.

Lower grades use “Read, Write, and Type” and “Key Skills” by Sunburst a recent addition that reinforces phonics and spelling skills. Religion goals are integrated as the songs for prayer services and masses are projected in PowerPoint. We evaluate are whole program using Dibels, and we send information home to parents on report cards generated by the computer using JMC online software.

For the past six years global education has significantly enhanced the curriculum of Saint Lawrence Regional School. Not only are the students discovering the world through new technology, they are also interacting with it. Through the use of Distance Video Conferencing, our students have changed their attitudes and aspirations. Global citizenry has become a reality.

As our school Statement of Beliefs affirms, the need to promote social justice as a means towards peace starts within our own classrooms. Bringing the world into these classrooms, speaking to people from different countries and continents, and better understanding their cultures has made a positive difference in the words and deeds of our students both inside and outside of school.

Distance Video Conferencing is integrated throughout the curriculum as an important piece of a theme or unit which helps develop teacher instruction and promotes student learning. Student and teacher interest and enthusiasm are sparked by the real-time, on-site exchanges which are possible - and the possibilities are endless. It is obvious that the use of Distance Video Conferencing not only strengthens and broadens the curriculum, but holds the promise that the empowerment of young people will be an important part of changing our world for the better.

The Salina Catholic Schools, represented by Sacred Heart Jr/Sr High School, St. Mary’s Grade School, and Love ‘N Learn Early Childhood Center, first enacted its Technology Plan in 1998. Almost a decade after the implementation, the plan has evolved as an integrated approach to the Pre-K–12 system.

In relationship to the schools’ improvement plan a vision for technology was developed: “As we transfer to an information society, new technology can assist students to access knowledge, help them solve problems, create ways of working together, and develop their skill of inquiry.” (Salina Area Catholic Schools) To obtain this goal, the Salina Catholic Schools were challenged to develop, implement and continually update plans to use technology to enhance learning in all areas of curriculum.

The Salina Area Catholic Schools is taking systematic steps toward creating an instructional environment that maximizes the use of technology to prepare their students to lead happy, healthy, and productive lives at work, home, and in the community and toward establishing the local school as becoming a Diocesan resource center.

This program employed a management model that was designed for evolution, dialogue on multiple levels and invited varying levels of participation. Its planning was the result of a pastoral vision dedicated to meeting parents and families “where they are at” and which solicited input from more than one hundred parishioners in a comprehensive process suggested by Our Hearts Were Burning Within Us. Technology and media can stand at the service of parish ministry and must be seen from the perspective of the rich prism of parish educational, catechetical, service, and liturgical ministries. Our parish’s commitment to developing a whole community catechesis which is appropriate to our needs and goals serves as the setting for our approach to technology and media.

This program makes use of a variety of large scale and niche events appealing to school and religious education students and to programs appealing to their families as well. As part of our comprehensive Mustard Seed Initiative parents are expected to devote a minimum of five hours to faith formation activities. Our technology and media initiatives make up a significant portion of these offerings. St. Clare’s has a yearly expectation of full participation by approximately 90% of our parents and families.