Journal 8

"Technology Immersion Turns Around Texas Middle School"
by Linda L. Briggs
T-H-E Journal, March 2008

Marvin Baker Middle School of Corpus Christi, Texas, with a diverse student population ranging from a majority with low socio-economic backgrounds to over thirty percent who are gifted and talented, has experienced successful results by both students and staff after participating in a statewide initiative called the Texas Technology Immersion Project. The program, with the acronym TIP, is based on a partnership between the Texas Education Agency and various vendors including Apple, Microsoft, and Dell, and is designed to offer faculty and students increased technology and professional skills. Funding for TIP is available and provided by grants, and the program is now being used widely by Texas school districts and middle schools.

Baker became a part of TIP only three years ago and with intense staff development and the provision of laptops for all teachers and students, the school has made great strides in both acquiring technology skills and increasing performance scores by students each year. Staff development included workshops which concentrated on addressing technology skills ranging from using notebook computers and e-mail to using online instructional resources, assessment and productivity tools, and academic search engines. Eventually, teachers started to use these new technology skills and tools in their daily teachings, to post homework assignments, notes, projects and on-line resources, up-coming events, and to communicate with other teachers, staff, and parents. While access to the latest technology tools has given the school and students an academic boost, the teacher training and professional development is credited as a critical element of the programs’ success.

How can teachers assist in launching a program such as the one at this Texas Middle School?

So often we see negative news about educational programs, but this article shows how we can close the gap on the ‘digital divide,’ providing access to learning about and from technology regardless of the socio-economic status of the student. As teachers we can certainly seek out grant money and appeal to the school, county, and state administrators to initiate a pilot program such as the one at Baker.

What evidence would be most supportive in convincing a district or school administration of the priority and importance of such a program?

Although the article does not address exactly how student performance scores rose each year, these statistics are tangible and obtainable evidence of success. Showing any significant improvement in the required knowledge and skills defined by the state and evaluated by the standards tests will get the administrators’ attention, and with evidence such as that at Baker, they might consider a program such as Texas' TIP.