TEACHER PARTICIPANTS

INSTRUCTIONAL STRATEGIES

	Influence of Technology
	Classroom Impact
	Integration of Technology and Curriculum
	Changes in Teaching and Learning
	Instructional Strategies Prior to Urban Dreams
	Collaboration and Reflection

Influence of Technology

Student achievement goals of the Urban Dreams Project involved the development of curriculum embedded technologies native and transparent to teaching styles and content delivery which would result in significant gains in Language Arts and Social Studies achievement for Oakland Unified School District High School Students. Professional development goals were to develop curriculum infused with innovative teaching practices to develop historical thinking skills, expository writing skills, project based learning techniques, and technology skills in the context of content. Two desired performance indicators were:

	Classroom impact: the percentage of projects that demonstrate positive impacts on curriculum and student achievement will increase.
	Classroom use: Students will increasingly use educational technology for learning in core academic subjects.

A professional development model was to be developed that would result in improved instructional practice. The first cohort of Oakland teachers who participated in the Technology Integration Professional Development Program were to begin to demonstrate augmented content knowledge in the disciplines of social sciences and literature, technology uses in the classroom, and constructivist pedagogy. The objective was that Oakland teachers who have participated in the Technology Integration Professional Development Program for at least two years will produce interdisciplinary, multicultural curricula reflecting the themes of human and civil rights. The second year survey was designed to evaluate progress toward this goal in terms of participant-developed curriculum units, thematic lessons and demonstration lessons.

Classroom Impact

Teachers were asked (question #10): "How have technology resources provided by Urban Dreams influenced the instructional strategies/materials used in your classroom?" Teacher responses concerning integration of technology into curriculum centered around the use of the internet, multimedia, communications, and publishing. The use of visual presentation of curriculum was reported as having a particularly positive impact on student interest and learning.

Teacher Responses

Multimedia and Presentation

	It has helped tremendously. Now, students can bring material from the internet and use it in class presentations. This help students develop better research skills. In addition, students are learning that computers are useful learning tools
	At this moment students are online finding Chinese New Year pictures. Monday we corrected-edited student essay on Net TV. They loved it. We are making our own Web page. We have digital photos all around the room. I have made 2 Power Point presentations.
	I'm converting my old methods to new ones which are more effective. For example, I usually read selected sentences from student papers, pointing out flaws & gems. Now a student enters it in Power Point and we correct it all together. It's great!
	Visual aids, like my new monitor, have improved student comprehension. Soon, visual aids will be incorporated into all my lesson plans.
	Deepened and broadened them - more visual lit, increased resources online, word processing on demand, real workspace promotes, authenticity of work engaged in and produced.
	So far, I'd say that the most influential technology has been the VCR and large monitor. It has made my use of video much more effective, because everyone in class can actually see and hear what's on. I think this will make an especially big difference
	The resources and technologies have given me additional ideas for more creative and more effective ways to present material.
	So far, it has deepened my resources for group work and student presentations. Example: The students created French Revolution story books and the CD encyclopedia. Internet provided good facts and graphics and supplemented our access to research.

Internet

	Now that research can be done on the Internet (though I only have one computer connected to the Internet).
	I love the Internet - it keeps my presentations very current. We can answer questions immediately.
	The Internet is a lifesaver especially when students are doing research projects and papers.
	So far the resources have provided a focus and a facility for work. I have a web search project currently underway which is promising. The technology allows better communication with off campus stuff, parents and students.

INTEGRATION OF TECHNOLOGY AND CURRICULUM

A primary goal of the professional development during the first and second years of the Urban Dreams Project was to infuse curriculum with innovative teaching practices that develop historical thinking skills, expository writing skills, project based learning techniques, and technology skills in the context of content. An performance indicator for staff training and support would be that increasing percentages of teachers will indicate that they feel very well prepared to integrate educational technology into classroom instruction.

Teachers who were interviewed generally indicated that they were positively influenced by the training they received and were attempting to integrate technology with curriculum in their instruction.

	I have been motivated to develop new ways of seeing; new perspective on subject matter.
	A major benefit for me has been the increased knowledge and use of technology. I have been given excellent resources to supplement materials I already have. I feel braver about assigning students projects that involve the use of technology.
	I have received fabulous lesson plans, fabulous materials.
	Already, many of my students have prepared and presented projects using the computers provided by Urban Dreams.
	I have greatly benefited from the programs. I am beginning to add to my library of resources.

Once again, some teachers reported that presenting curriculum material through multimedia visual and auditory elements engages students and promotes learning.

	More visual images with Cal Heritage and instructions for expanding their use in multiple lessons - as additional primary sources; image comparisons used to teach bias and credibility issues of creators of sources. Currently exploring posting curriculum on web page.
	To help expand creative lessons. To access material, textural and visual, from scholarly, reliable sources quickly and thoroughly.
	Through use of presentation programs, digital imaging and use of computers for research in the classroom my students have more focus on their assignments. I can do more in the same length of time.

The basic theme of human and civil rights is reported as the focus of the Urban Dreams project as indicated in responses by teacher participants.

	The human/civil rights workshops have been of particular interest. Greater knowledge of websites to link to for lessons/research.
	My students are more engaged in writing when using the word processors (set of 30 in the cart). Workshops focused on writing and incorporating themes of civil rights.
	Provided connections with institutions of higher learning.
	Worked with [staff] to learn how to set up individual research/lessons on the computers. I have worked on site on web site ideas for the social studies department.
	Not really [integrated technology into curriculum]. But this year I have given more time to social justice issues surrounding the controversy of Huckleberry Finn.
	The staff gave me the Amnesty International box of materials for human rights and I have taught that unit.

CHANGES IN TEACHING AND LEARNING

Many of the teachers interviewed indicated that the training and equipment they had received as a result of the Urban Dreams Project exposed them to new teaching strategies than utilize the tools of technology. The goal was that teachers would demonstrate augmented content knowledge in the disciplines of social sciences and literature, technology uses in the classroom, and constructivist pedagogy.

	Having tech available will give me an opportunity to start working in a different way with my students.
	The Internet is a big plus because now the students can work right here in the classroom.
	By becoming aware of possibilities for incorporating technology in my classroom.
	Got exposure to new resources. New programs - Inspiration.
	Having technology available will give me an opportunity to start working in a different way with my students.
	My room is richer. If I have a question, we can immediately access the computer's info.
	[I did a] Newspaper project to support reading of The Crucible.
	Yes, I'm learning new perspectives and way to integrate them into existing curriculum-also developing new curriculum to accommodate new knowledge and new perspective.
	I broke ground on what resources are available to me and how to assimilate technology into my curriculum. The computers, monitor, VCR, etc. have already benefited my students.

INSTRUCTIONAL STRATEGIES PRIOR TO URBAN DREAMS

Teachers were asked about the types of teaching strategies they used prior to Urban Dreams in Question #9 of the interview. Using technology prior to Urban Dreams included primarily video (TV and VCR) and the overhead projector. Responses included very little mention of computer technology prior to Urban Dreams. The primary growth in computer use appeared to be with the use of the internet for research, as was indicated by answers to Question #10. Teachers were asked how technology resources provided by Urban Dreams influenced their instructional strategies and materials used in the classroom (Question #10).

Use of Technology	Before Urban Dreams Project	After Urban Dreams Project
Research	1	9
Internet	3	11
Overhead Projector	4	0
Video	7	1
Computer Presentations	0	6

Teachers participating in the second year interview were asked what types of instructional strategies and materials they typically used in the classroom prior to Urban Dreams (Question #9).

	Reading circles, pair reading, reading aloud (chorus reading), mini-lessons on grammar, reading and writing strategies; Instructional material included text books, supplementary reading and writing material, TV and VCR.
	I use lots of reading--books, articles, magazines and an occasional video or video clip. I also engage my students in assimilations, debates, projects and discussions. I ask my students to write a lot. I teach them how to write a standard 5 paragraph essay.
	Direct instruction/group activities
	Regular groups/Teacher-centered/Internet Research
	Either I provided current news articles to students or they had to use the library evenings or weekends. Now that research can be done on the Internet (though I only have one computer connected to the Internet).
	I use a wide variety of instructional strategies daily-materials are as inclusive as we can get them. Lectures, classroom discussions, overhead projectors, textbooks, printed material, student discussions, etc.
	My instructional strategies/materials have been quite traditional in the past: lecture/discussion/projects/groups/films/reading/etc.
	I used videos, records, albums, guitar, posters, the chalkboard, the dry markup board-all that old stuff.
	Writing workshop-writing process
	I used the regular texts. I used the additional reading material gleamed from books, magazines, and web sources, both fictional and documentary.
	I used textbook and other published materials, my own handouts and lecture materials. I used group activities, discussions, and film on occasion.
	Coop learning, project based, student centered, multiple intelligence strategies, authentic assessment, writing as a process, reading apprenticeship.
	I used all kinds of strategies and materials in my class. Most of the time, though, in my U.S. History class, I have relied on the textbook and supplementary printed materials I was able to find and/or create.
	I used the basic materials, textbooks, taped literary selections, the overhead, and the school's computers in our library. I engaged students in a variety of strategies such as small and large group discussions; cooperative learning activities w/groups.
	Lecture (some every day), overhead transparencies (3 times a month), slide shows, group projects - create posters to educate peers on concepts, simulations, student reflections journal, reading with anticipation.
	1) Textbooks (when available) - weekly 2) overhead projector/transparencies - when available. 3) Films (when school equipment was available and/or working).
	Books, paper, pen almost exclusively. TV/VCR rarely (too hard to get it to my room, few videos available through my school). Word processing to create literary magazine.
	Daily PBL, coop learning, hands-on, stand and deliver, the toolbox of a teacher with 20+ years working with youth in secondary ed.

COLLABORATION AND REFLECTION

One of the goals of the Urban Dreams Project was to implement a 5-year professional development program with recognized historians and literary scholars as instructors, peer support models (i.e,. professional dialogue circles and peer coaching) for more reflective practice and implementation of new skills and information. These models were to provide creative distance learning and teaching opportunities. Teachers responded positively to the opportunities they had to both collaborate with their fellow professionals, as well as reflect on their own learning.

When teachers were asked if they had received an opportunity to collaborate with other teachers and professionals to develop curriculum materials and strategies, they responded with:

	Well, I have had the opportunity to collaborate, but I haven't really taken the time to develop a new unit with anyone. I am participating in the Bay Area Writing Project series that Urban Dreams
	Good contacts, coach/teacher connections time to reflect on year of lessons.
	I have made great teacher and coach connections. I have been asked to reflect on my teaching and most importantly had those reflections reviewed and responded to.
	I am using e-mail more for work and communication with colleagues
	People and networking--although in terms of within the system, you see the same few dedicated people at most everything--but it has provoked wider networking--Brazil/Sweden--opened doors to exploring
	I have had the opportunity to meet and collaborate.
	We took classes together. My data base project, once connected, will serve my colleagues well.
	Some support by "digital highway"
	Well - we often help each other out-at this phase - with equipment installation, computer problems, individual questions and general communication. We all have different classes.
	Working with machines gave me familiarity with them and subsequent confidence. Excellent fun working alongside other teachers w/similar levels of tech. knowledge - great variety. Wonderfully planned speakers. I was motivated to explore new relationships.
	Information, lots of wonderful materials, technology, tech support, inspiring presentations and collegial contact.
	Increased my technology skills, provided more computers for my students and self; built more camaraderie among teachers; provided digital camera for student projects; provided connections with institutions of higher learning.
	I have received fabulous lesson plans, fabulous materials. I have made great teacher and coach connections. I have been asked to reflect on my teaching and most importantly had those reflections reviewed and responded to.

An increase in computer activity by teachers involved in the Urban Dreams project was reported in all areas surveyed in the second year teacher interview. However, the greatest increases appeared to be related to integrating the use of the internet into curriculum. Teachers reported increased activity in terms of developing lessons, units, and projects for student research, as well as for their own lesson planning.