[Senate Hearing 113-821]
[From the U.S. Government Publishing Office]
S. Hrg. 113-821
EDUCATING FOR THE 21ST CENTURY: BRINGING TODAY'S CLASSROOMS INTO THE
DIGITAL AGE
=======================================================================
FIELD HEARING
OF THE
COMMITTEE ON HEALTH, EDUCATION,
LABOR, AND PENSIONS
UNITED STATES SENATE
ONE HUNDRED THIRTEENTH CONGRESS
FIRST SESSION
ON
EXAMINING EDUCATING FOR THE 21ST CENTURY, FOCUSING ON BRINGING TODAY'S
CLASSROOMS INTO THE DIGITAL AGE
__________
NOVEMBER 22, 2013 (Charlotte, NC)
__________
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Pensions
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COMMITTEE ON HEALTH, EDUCATION, LABOR, AND PENSIONS
TOM HARKIN, Iowa, Chairman
BARBARA A. MIKULSKI, Maryland
PATTY MURRAY, Washington
BERNARD SANDERS (I), Vermont
ROBERT P. CASEY, JR., Pennsylvania
KAY R. HAGAN, North Carolina
AL FRANKEN, Minnesota
MICHAEL F. BENNET, Colorado
SHELDON WHITEHOUSE, Rhode Island
TAMMY BALDWIN, Wisconsin
CHRISTOPHER S. MURPHY, Connecticut
ELIZABETH WARREN, Massachusetts
LAMAR ALEXANDER, Tennessee
MICHAEL B. ENZI, Wyoming
RICHARD BURR, North Carolina
JOHNNY ISAKSON, Georgia
RAND PAUL, Kentucky
ORRIN G. HATCH, Utah
PAT ROBERTS, Kansas
LISA MURKOWSKI, Alaska
MARK KIRK, Illinois
TIM SCOTT, South Carolina
Pamela J. Smith, Staff Director
Lauren McFerran, Deputy Staff Director and Chief Counsel
David P. Cleary, Republican Staff Director
(ii)
CONTENTS
__________
STATEMENTS
FRIDAY, NOVEMBER 22, 2013
Page
Committee Member
Hagan, Hon. Kay R., a U.S. Senator from the State of North
Carolina....................................................... 1
Witnesses
Smith, Scott S., Chief Technology Officer, Mooresville Graded
School District, Mooresville, NC............................... 5
Prepared statement........................................... 6
Thibault, Melissa Rihm, Vice Chancellor for Distance Education
and Extended Programs, North Carolina School of Science and
Mathematics, Durham, NC........................................ 9
Prepared statement........................................... 11
Miller, Dale, High School Student, Mooresville High School,
Mooresville, NC................................................ 12
Prepared statement........................................... 13
Obaei, Raha, 6th grade Teacher, Kennedy Middle School, Charlotte-
Mecklenburg Schools, Charlotte, NC............................. 15
Prepared statement........................................... 16
Graham, Eric, High School Student, Phillip O. Berry, Academy of
Technology, Charlotte, NC...................................... 17
Prepared statement........................................... 18
O'Leary, Sean, 5th grade Teacher, Hawk Ridge Elementary,
Charlotte, NC.................................................. 18
Prepared statement........................................... 20
Burnett, Mazzanni, 8th grade Student, Kennedy Middle School,
Charlotte-Mecklenburg Schools, Charlotte, NC................... 21
Prepared statement........................................... 22
(iii)
EDUCATING FOR THE 21ST CENTURY: BRINGING TODAY'S CLASSROOMS INTO THE
DIGITAL AGE
----------
FRIDAY, NOVEMBER 22, 2013
U.S. Senate,
Committee on Health, Education, Labor, and Pensions,
Charlotte, NC.
The committee met, pursuant to notice, at 2:18 p.m., in the
Media Room, Phillip O. Berry Academy of Technology, Hon. Kay
Hagan presiding.
Present: Senator Hagan.
Dr. Carroll. Good afternoon. My name is Dr. Curtis Carroll.
I'm the principal of Phillip O. Berry Academy of Technology. It
is an honor today to have U.S. Senator Kay Hagan here today. It
is really exciting as the principal of this school to hear your
remarks earlier and the emphasis you put on history and knowing
your history, because as of this moment, 1 hour and 50 years
ago, one of the greatest Americans of all time was
assassinated.
So it's ironic for me to have you here to talk about
education and technology, because our former president was all
about technology, dating to 1961, when he made that great
speech in March about ``We will put a man on the moon,'' and
then in 1969, 6 years after he was assassinated, to have
someone actually step on the moon. I know, better yet, I
believe that we have some individuals in this room today,
students that are going to make a change in our society.
But I only have 3 minutes, so I would be remiss if I did
not introduce our great school board. I say that because I have
a personal relationship with our school board. The first person
I would like to introduce is our chair, Mary McCray. We also
have Ericka Ellis-Stewart, who has a daughter here at Phillip
O. Berry; Dr. Joyce Waddell; Amelia Stinson-Wesley; and Tom
Tate.
Anything that we could do to make your stay here today--we
will be here. Mr. Hall, my administrative assistant, is here.
If there's anything that you need, we will be here to help you.
We'd also like to recognize all of our distinguished
guests. Have a good day.
Opening Statement of Senator Hagan
Senator Hagan. Dr. Carroll, I thank you so much. It is such
an honor to be here at the Phillip O. Berry Academy. I
appreciate everybody else being here, too.
I want to make an opening statement, so I'm going to stand
up. Can you hear me?
The Senate Committee on Health, Education, Labor, and
Pensions will come to order. This is an official hearing that
we are hosting outside of Washington, here in North Carolina,
on behalf of the Senate Committee on Health, Education, Labor,
and Pensions.
Just as Dr. Carroll said, before we begin, I do think it is
fitting to take a moment to remember the life of our former
president, John F. Kennedy, on the 50th anniversary today of
his tragic assassination. He led our Nation during a time of
rapid cultural and technological change. And as we discuss new
ways to use technology in the classroom, we should remember his
ambition, his drive, and we should let it inspire us to achieve
more than we thought was possible for the good of our students
and for the good of our country.
Dr. Carroll, Dr. Morrison, thank you for graciously hosting
us here today at the Phillip O. Berry Academy of Technology for
the hearing. When I stepped into the school from outside, some
of the Junior ROTC members welcomed me to Phillip O. Berry,
that was great, and it is an honor to be here.
I really want to say thank you to the Junior ROTC students
and the executive council students, who so graciously welcomed
not only me, but all of the guests that are here this
afternoon. I saw a lot of the Junior ROTC students all over the
campus as we've been walking through.
And, of course, I want to thank all of the witnesses that
are here for sharing your thoughts and for your valuable
insight. We are lucky to have such dedicated and talented
school leaders, educators, and students joining us.
The school board and county commissioners, thank you for
being here. It is the people here on the ground that know the
local society, the local people, and what works best for your
local community. Thank you for being here today; and also, for
your activity and your involvement in the school system.
We've really got some extremely bright students here. I've
met a number of them already when we had a little time to get
together, and I really look forward to the students' comments
that are on the panel today.
Please know, I'm not only a Senator, I'm also a mother of
three. Please know that everything that we do on this committee
is for you, the students, and for the future. And I encourage
all of the students to keep up the excellent work.
There's no better place than here in North Carolina to be
having a hearing on education technology. Our State has long
been a leader in education innovation, going back to 1795, when
we in North Carolina opened the doors to the first public
university in the country. There were the Princetons and the
Yales, but they were private schools. North Carolina had the
first public university in our Nation. I think everybody in
North Carolina should know that and should take great pride in
it.
We've also recently taken a leading role in using 21st
century technology in the classroom. Eight years ago North
Carolina implemented a plan to transition our K-12 public
schools to a digital learning environment. Every one of our
2,600 current schools have access to high-speed broadband
Internet. We have better connectivity, and we have faster
Internet in our classrooms than any other State in the Nation.
Ensuring that North Carolina is ahead of the curve in
connecting our students with the latest technology has long
been a priority of mine, dating back to when I served in the
State Senate. I served 10 years in the State Senate. In 2006,
we established the State's first virtual public school to help
meet North Carolina's constitutional requirement to provide
every child a sound basic education. As co-chair of the Budget
Committee at that time, we helped invest $40 million in the
school connectivity initiative to expand the number of public
schools that had broadband connectivity.
Across the country, people look to North Carolina as a
leading State in improving student performance with the help of
technology. I look forward to hearing from Scott Smith and Dale
Miller about the interesting and fascinating results that
they're seeing in Mooresville. They now rank third in our State
in student achievement, jumping up from the bottom quarter just
a few years ago.
Mooresville's graduation rate has increased 25 percent in 5
years. Most impressively, they have accomplished this with one
of the lowest per pupil expenditures in the State, currently
ranking 99th out of 115 districts.
The Montlieu Academy of Technology, which is an elementary
school in High Point, was previously designated a low
performing school. Students there have made impressive academic
gains by using tablet computers and interactive software where
they're learning at their own pace. Since starting the digital
learning program, students at Montlieu have achieved a 9
percent gain in literacy, an 11 percent boost in math, and a 25
percent gain in science.
I, personally, have been to Montlieu, a K-5th grade school,
and I've experienced being in the classroom. Seeing these young
people being able to use technology, teaching their parents, in
many cases, about how they're going to do their homework, it's
incredibly impressive.
These examples are numerous in our State. We understand
that students need 21st century tools if they're going to
compete in today's 21st century economy. Our schools are making
outstanding progress, but we all know we still have work to do.
We've got to ensure that every student in North Carolina and
across the country has access to cutting edge technology.
According to the FCC, half of America's classrooms today
have slower Internet access than the average American home. So
the schools have much less access than the average home. Only
10 percent of schools have the bandwidth necessary for high
quality digital learning.
Our Federal education law that directs States, districts,
and schools on how to implement technology--I'm astounded to
tell you that it is 11 years overdue for reauthorization. The
law that is telling States what they need to do is 11 years
overdue. I'm incredibly frustrated at the gridlock that has
prevented progress on this bill.
I introduced a bill this year to update and modernize the
outdated technology law. My bill would give States more
authority to use funds to improve technology infrastructure and
to train teachers and principals on how to best incorporate new
technology in the classroom. I think we all know here,
especially the faculty, that you have to provide training for
the faculty in order to transmit these learning tools to the
young people.
Providing professional development for educators is a key
component of this bill. Teachers will have the support they
need to use the new technology to redesign curricula to be most
effective for students. This bill will also authorize States to
access local needs for using technology and authorize funding
for districts that are furthest behind.
It also includes a competitive grant for districts and
schools that have already excelled in incorporating new
technology to continue pushing their programs further. So just
because they're doing a good job, this isn't going to punish
them.
Too many schools across the country, both urban and rural,
are dramatically behind in implementing technology. This puts
the students in these very rural areas behind their peers as
they move to college or to a career. It's hard to think of a
career today that does not require a basic understanding of
technology. In manufacturing, which is one of our State's most
important industries, we are seeing a shift from relatively
low-skill assembly line positions to more high-skill jobs.
Companies such as GE Aviation in Wilmington, NC, are
looking for employees trained to operate computerized equipment
and sophisticated machinery. In Charlotte, Siemens needs
employees with laser and robotics training in order to work in
their gas turbine factory.
In order to prepare our young people for the 21st century
careers, we know we have to bring their classrooms into the
21st century. Every school needs to be online with access to
computers and to tablets and high-speed Internet connection.
And we've got to give our outstanding educators the training
they need to use this technology.
Every child, whether sitting in a classroom in Charlotte or
in Tarboro, NC, deserves the same opportunities for success.
We've got an important opportunity to achieve these goals with
passage of my education technology bill. I am proud that our
State leads the country in education innovation, which enables
me to really bring this committee here to Phillip O. Berry
Academy to learn more about the technologies that are helping
our students be successful now and into the future.
I want to take the findings that we discuss today and
replicate these models around the country to ensure that every
child is learning in a 21st century classroom.
Now, I would like to introduce our witnesses that are here
on the panel.
First, we have Scott Smith, who is the chief technology
officer for Mooresville Graded Schools, one of the only public
school systems in the Nation to issue laptops to every child in
grades 4 through 12. We also have Melissa Thibault, the vice
chancellor for Distance Education and Extended Programs at the
North Carolina School of Science and Mathematics.
Then we'll hear from Dale Miller, on my left, a high school
student from Mooresville High School. And then Raha Obaei, a
6th grade teacher from Kennedy Middle School.
Following Raha will be Eric Graham, a high school student
from right here at Phillip O. Berry Academy, and then Sean
O'Leary, a 5th grade teacher from Hawk Ridge Elementary. And
last but certainly not least, Mazzanni Burnett, an 8th grade
student at Kennedy Middle School.
Scott, we're going to begin with your testimony.
And to all of you, because of time constraints, please
limit your remarks to 5 minutes. Once each of you has concluded
with your remarks, we will begin the question and answer period
of the hearing.
Mr. Smith.
STATEMENT OF SCOTT S. SMITH, CHIEF TECHNOLOGY OFFICER,
MOORESVILLE GRADED SCHOOL DISTRICT, MOORESVILLE, NC
Mr. Smith. Thank you, Senator Hagan. Thank you all for
having me here. I am very proud to be the chief technology
officer with Mooresville Graded Schools just north of here,
about 30 minutes north.
In 2007, Mooresville Graded Schools launched a digital
conversion. This conversion was to meet the needs of all
students, no matter where they come from, what their
socioeconomic background is, or what their family situation is.
We wanted to level the playing field for all students. The way
that we did that was putting a laptop in the hands of every
single student.
I am the technology guy. I get into all the gadgets, but
I'm also an educator. My passion is curriculum and instruction,
and that is the passion for what is going on in Mooresville.
It's a technology project, but it is about changing the
teaching and learning environment, and it is about doing what's
best for kids.
We are now in our sixth year of doing this. It really has
been quite an experience. When you think of putting laptops in
the hands of 4,000 kids, it's quite an undertaking. But it's
been the most rewarding thing that we have ever done as
educators in Mooresville.
You mentioned, Senator Hagan, about the broadband access
and having access to the Internet. That has been vital to our
success in making things happen in Mooresville. We have very
strong networks, in terms of wireless connectivity and access
to the Internet.
My philosophy on that is kind of like the movie, Field of
Dreams. If you build it, they will come. And students use every
bit of bandwidth that you give them. It's been a great learning
opportunity for us.
The environment that we have created in our classrooms is
that of those 21st century skills that you mentioned, Senator
Hagan, about creativity, communication, critical thinking, and
collaboration. You walk into one of our classrooms, and there's
this hum that is going on of kids interacting with each other,
working on project-based learning, new types of skills, instead
of the teacher lecture type that we all probably grew up with.
Those types of things don't exist in Mooresville like they used
to in the past.
You also mentioned professional development. That has been
one of the biggest things that we have emphasized since the
onset. We actually gave teachers laptops first, long before we
did students, and that was so that we could work with our
teachers to--they didn't grow up with this. So it's new for
them, and they're learning. We spent extra time with them.
We have a summer institute for our teachers to come to.
It's completely voluntary. But I'm very proud to say that this
past summer, 92 percent of our teachers came to our summer
institute.
On top of that, our local school board has been so
supportive of our efforts. They have given us 11 early release
days. We basically have one a month. Teachers stay all day.
Students go home at noon, and teachers attend professional
development and training in the afternoons. That has been vital
to our success. That way, we're not doing it after school, and
we're not doing it on Saturdays. The school board was
instrumental in making sure that that happened for us, and we
are extremely grateful for that.
The impacts that this has had in Mooresville--there's the
anecdotal stuff that you see. You walk in and you see student
engagement, and kids are very involved in what's going on.
They're working on their activities and projects. But for the
hard data, as you mentioned, Senator Hagan, our graduation rate
is up, and our dropout rate is down. Student discipline is way
down. And when you don't have to deal with student discipline,
you can deal with more things that are more important, like
curriculum and instruction and professional development and
those types of things.
This has also been an economic engine for our community. We
work with the Chamber of Commerce. We work with Economic
Development on doing what's right for our students and what's
right for our community. So it has actually increased our
enrollment. We're having more people move into our district
because of this initiative. So it's really been an economic
change agent for our district.
We have visitors who want to come to Mooresville to see
what we're doing. So that in itself is an economic advancement.
The hotels in town love us. But it's been a great thing. I
think one of the crowning things for us is that President Obama
chose Mooresville Middle School to come to last June to
announce his initiative, ConnectEd, to bring that high-speed
Internet to every school in the Nation, and we're extremely
proud of what has happened in Mooresville.
Thank you.
[The prepared statement of Mr. Smith follows:]
Prepared Statement of Scott S. Smith
overview of mgsd's digital conversion
MGSD's Digital Conversion program is a one-to-one (1:1) laptop
program. The goal of this initiative is to integrate mobile technology
with research, multimedia projects and three-dimensional learning. In
2007, Dr. Mark Edwards, superintendent shared there was a significant
digital and economic divide. There were students who had access at home
to technology and resources, and some who had none. That was a real
driving component for the digital conversion to create equity of
opportunity for all.
Five-thousand MacBook laptop computers have been deployed to every
student in 3d-12th grade as well as nearly 500 licensed educational
staff across the district. The driving concept has been to have
students ``own'' these district-provided devices during the full school
year, taking the devices home after class and bringing them back in the
morning for classroom use. Educators and learners alike have access to
these instructional tools 24/7 for all 180 school days. This program is
innovative on many levels; for many Mooresville students, the school-
issued laptops are the first that their families have ``owned.''
Integrating laptop computers has significantly enhanced the level of
student interest, motivation and engagement in learning. The laptops
provide students and staff with constant access to classroom materials
and multimedia tools, supplementing classroom learning.
student focused
Throughout the Digital Conversion program, MGSD is living its
motto: every child, every day. By providing equitable access to
technology to every child, MGSD has all but erased the ``digital
divide'' faced prior to the initiative. In a district where the free
and reduced rate rose to 40 percent in 2011, providing technology for
every child has been a win-win for the students, school system and
community at large. Additionally, enabling each child with the
transformative power of technology makes learning relevant and hugely
centered on each student's individual needs.
MGSD has made a concerted effort to become as student-focused as
possible, promoting classrooms that inspire and engage students of all
ages. Through challenge and project-based learning, students
demonstrate transformative learning on a daily basis--moving beyond
mere proficiency in both scope and depth. Through the Digital
Conversion program, teachers have consciously evolved into
instructional facilitators, allowing students to become the focus of
learning and teaching. This individualized instruction has been met by
parents and constituents with great enthusiasm. All parties want what
is best for their child and this environment makes it possible. The
communication to parents is enhanced through out the year and
especially during deployment of the laptops where administrators share
with parents what this means for their child.
Perhaps the most profound impact of MGSD's digital conversion on
student success cannot be measured quantitatively. It is only by
stepping into a Mooresville classroom and observing the learning in
progress that the true value of technology integration and student
engagement on MGSD students is apparent.
professional development
MGSD has made professional development for our teachers and staff a
focal point of the digital conversion. We organize, plan and implement
an annual summer institute for teachers and engages in 10 early release
individual professional development days throughout the school year to
empower teachers to master technology in a way that benefits both them
and their students. We are very involved in ongoing, sustained and
targeted professional training that occurs throughout the district.
These sessions are led by technology facilitators, media specialists,
teacher leaders, and outside vendor partners. MGSD's administrators and
teachers are making the leap as digital immigrants to connect with the
digital natives--our students.
MGSD teachers have worked to create a curriculum framework that
fully uses and embraces the use of technology and digital content. This
``shift'' to digital resources has been a long yet rewarding process as
students are now more engaged in the classroom experience and have the
most up-to-date and relevant resources and information at their
fingertips.
Teachers and administrators have formally integrated digital
software into classroom instruction. Specifically, teachers use an
online learning management system that includes Web 2.0 tools. Web 2.0
instructional resources are used every day in classroom instruction.
These tools include, but are not limited to, blogs, discussion forums,
wikis, chats, and e-mail. The use of digital tools at MGSD has carved
the path for an open, shared learning environment across its eight
campuses, fostering collaborative two-way learning. Creative materials
are converted to a digital platform and then shared with other
students, teachers and parents across the district, involving the whole
community in students' creative expressions.
Because MGSD has made technology a key tool for education, teachers
are now viewed as collaborators by their students. Instead of educators
dictating what they want their students to know, teachers have become
facilitators, allowing students more freedom to discover and explore.
It is a simple and poignant change, shifting the focus away from the
teacher and toward the student.
replicable blueprint for success
Since 2009 MGSD has hosted over 3,000 visitors from approximately
40 States. They come to inquire about how MGSD has had such great
success and how they can replicate what has occurred. Many districts
have duplicated MGSD's model and are starting to see similar results.
Avery County, NC; Rutherford County, NC; Piedmont City, AL, and Baldwin
County, AL are just a handful of MGSD success stories.
In addition, MGSD plans a summer connection for other school
districts to bring teams of people for an inspiring and enlightening 3
days of training. During the 3 days we offer strands for:
superintendents & district administrators, school-based administrators,
technicians, and teachers. MGSD organizes content specific training for
teachers, strategic and logistical planning assistance for
administrators, and all-important training for technology department
staff.
impact on learning
While there are plenty of schools where technology initiatives have
made a difference on a small scale, district-wide successes are harder
to identify. MGSD is an example of district wide success that is a
direct result of commencing the Digital Conversion program. In 2012
MGSD was tied for second in North Carolina's ``Schools of Distinction''
ranking. MGSD as a whole continues to improve in this ranking, having
started at 38th (out of 115) in the first year of the digital
conversion. In total, this marks a 16 percent growth in achievement
ranking.
What is particularly remarkable about this achievement is that MGSD
is one of the two lowest per pupil expenditure districts out of the Top
10 districts, and the lowest per pupil expenditure district in the Top
7 ranked districts. In addition, MGSD enrolls more than double the
amount of students than the district tied for second, and double the
students of the district in third place. Despite MGSD's economic
disadvantages, the district demonstrates real positive results.
Students' test scores across individual schools and subject matter
(e.g., mathematics) have continued to increase with every passing year
of the Digital Conversion program. Mooresville High School, End-of-
Course (EOC) composite exam data reveals an increase of 23 percent
since the start of digital learning. This trend is replicated across
age groups as well. For MGSD third graders, students' reading, math and
composite EOC scores have all improved significantly over the past 4
years. Likewise, for Mooresville Middle School, EOC composite test
scores improved to 87 percent in 2012, marking a 15 percent growth
since 2007.
Another exciting result of the Digital Conversion program has been
the increase in graduation rate and simultaneous decrease in dropout
rate and increase in college going rate for graduating students. In
2011, MGSD was second in North Carolina for graduation rate, having
improved from a 77 percent graduation rate in 2007 (the first year of
digital conversion) to a 91 percent graduation rate in 2011.
Simultaneously, the Mooresville High School dropout rate has
decreased by 48 students per year since 2005 (pre-digital conversion)
and the college going rate of Mooresville graduates has increased by 12
percentage points since 2006.
public/private partnership
MGSD staff, students, and community at large are fully invested and
immersed in this project. Likewise, these stakeholders are committed to
the program's development, enhancement and evolution. As demonstrated
by the funding for the Digital Conversion program, the community has
repeatedly supported and responded to calls for monetary contributions
toward this initiative. In addition, the community has buy-in in the
initiative through continued support. One small example is that all the
local businesses, through the work of the Chamber of Commerce and
Economic Development, have agreed to have free Wi-Fi in shops and
restaurants. Students know they can travel almost anywhere downtown and
get online to access resources. In a unique collaboration between MGSD
and the Town of Mooresville, they have supported the digital
conversion. As a result all public/town-owned facilities like the
public library, fire departments, police stations and public parks WiFi
is available! Most notably, in August 2013 the local Internet service
provider MI-Connection announced free Internet access for any 4th-12th
grade student in MGSD that qualifies for the national free and reduced
lunch program.
The MGSD board of education has and continues to provide strategic
leadership, policy change and direction for the digital conversion
initiative. Through the original 2008 Strategic Plan and subsequent
2011 revision these stakeholders helped guide and provide supporting
policy to ensure the sustainability and longevity of the Digital
Conversion program. For example, 4 years ago, MGSD had a standard
acceptable use policy (AUP). However, with the onset of this technology
initiative and increased digital requirements, MGSD decided that the
district AUP was no longer adequate and should include extended legal
ramifications. Subsequently, in 2008 the MGSD board of education
decided to support the change from an AUP to a required use policy
(RUP), which includes more stringent policies surrounding technology.
This is an example of the board of education instilling support and
security surrounding the technology in use at MGSD.
In 2011 MGSD was invited to speak at the White House for the
``Digital Promise'' about the need for digital access and resources for
all students. Digital Promise is a new public/private partnership aimed
at accelerating the inclusion and access to new education technologies
for schools, including the formation of a ``League of Innovative
Schools'' that represents best practices. MGSD was invited to join the
League of Innovative Schools, and in fact hosted the League's first
meeting.
MGSD has been identified as a ``lighthouse district'' for
technological success at the national and State level. This year, MGSD
was accepted into the highly competitive Consortium for School
Networking Leading Edge Cadre. At the 2012 Digital Learning Day events,
MGSD hosted one of only four live video feeds shown nationwide. And as
a crowning achievement, in June 2013 MGSD was host to President Obama
where he announced his new platform ``ConnectEd'' to get high speed
Internet to every classroom in the country!
Senator Hagan. Thank you, Scott.
Melissa Thibault.
STATEMENT OF MELISSA RIHM THIBAULT, VICE CHANCELLOR FOR
DISTANCE EDUCATION AND EXTENDED PROGRAMS, NORTH CAROLINA SCHOOL
OF SCIENCE AND MATHEMATICS, DURHAM, NC
Ms. Thibault. Thank you so much. It's a pleasure to be
here.
The School of Science and Mathematics is a residential
school in Durham. But ever since it was founded over 30 years
ago, we've known that sharing what we do is really, really
important. It's a part of our mission from the onset. The
investment that the State has made would make its greatest
return if we could serve students, not only from every
congressional district statewide, but also improve public
education statewide.
We have been very cognizant of the fact that to those who
much is given, much is expected. And the school has, since its
inception, embraced that public education improvement aspect of
its mission. We have a particular challenge going forward. But
technology and distance education allow us to challenge the
limits of what's possible in public education.
Before the rise of the Internet--I know some of you may not
remember that. Some of the children who are in here have never
known what that was like. But for 20 years, we have been doing
distance education through video conferencing. Our video
conferencing program is two-way interactive video conferencing
with a very high level of engagement.
Here are these courses that you can come to the school in
Durham and take, but they're also available to you in remote
areas, rural areas. It leverages the State's strategic
development in infrastructure. Senator Hagan was talking about
the information infrastructure that we have in the State, which
is unparalleled. We are so fortunate to have the information
highway which became NCREN and now working toward last-mile
connectivity with MCNC in order to make sure that everyone has
the bandwidth they need to get the information that they need
in their homes and schools.
Telepresence used to be really expensive. But now we're
helping schools set up situations where students can take
courses with an $80 web cam and $60 speakers, and they can
participate in our courses. We have 16 high-level courses
taught through video conferencing, including AP Calculus and AP
Statistics, Genetics and Biotechnology, Aerospace Engineering--
which I saw some of the eyes light up among our ROTC folks
here.
You can just think about what a benefit this is,
particularly in small schools, rural schools, coastal schools.
Before, if there were three students ready for an advanced
course, like an AP Calculus course, those three students,
because of staffing needs, may have gone unserved. But now,
with the program that we have in place, those students are able
to take high-level courses.
There's a young woman named Taylor who went to Cape
Hatteras High School. She told State legislators last year that
if she didn't have pre-calculus and AP statistics from the
School of Science and Mathematics, she would have run out of
math at her school at the end of her sophomore year. Taylor
understood that to be competitive in college, you need more
mathematics, and she's now at NC State.
That is echoed by a young woman, Madison, who is a senior
at the Union High School in Sampson County. Madison would have
run out of her courses in her junior year, but she wanted to
take more mathematics, more than she was required to take, and
we made that possible for her.
Now, we're part of the UNC system, and so applications to
our residential program continue to be on the rise. We have to
use technology to serve more families in North Carolina. So in
2008, we launched an online program. NCSSM Online is a very
unique blended program. Much of the course work is delivered
online, but there is a component of residential in summers and
on weekends when students come in to do some of their work, do
labs, and work in conjunction with their peers.
We have 26 courses, which are some of the most advanced
courses in the State, including topics beyond AP, like
Multivariable Calculus or Applied Chemistry and Engineering. We
have 241 students in that program. Among the most academically
advanced in the State, they come from small schools and large
4-A schools. We are supplementary to their academics.
For example, Juan, a senior at Green Hope High School in
Raleigh, will leave that school having completed a four-
semester sequence in computational science, including
Bioinformatics and Computational Chemistry; a summer course in
Primate Ecology; field research on Endophytes, which I had to
look up; and a summer research experience in a lab at NCSU that
is looking to turn cockroaches and moths into bio-bots to aid
in disaster recovery, all in addition to the courses he's
taking at his local high school.
NCSSM recognizes that developing digital video and digital
courses gives us a tremendous amount of legacy products.
Therefore, we make materials available for sharing online and
have for more than a decade. In our repository of STEM@NCSSM
and YouTube channel, we already have a million hits from
teachers that are using our high-definition cat dissection or
virtual labs that we have in place that they can use at their
convenience. These materials really leverage the investment the
State has made in our school.
These efforts did not spring up overnight. They are the
result of strategic continued investment in our school, as well
as a recognition that if you work in Durham, you can have a
profound effect from Murphy to Manteo. Our State has been very
insightful in investing in the school, as well as in the
infrastructure that we are taking advantage of.
[The prepared statement of Ms. Thibault follows:]
Prepared Statement of Melissa Rihm Thibault
From the time the North Carolina School of Science and Mathematics
opened in 1980, we have always made it a part of our mission to share
what's happening on our 680-student residential campus. From the
earliest days of the school, NCSSM faculty and staff understood that
North Carolina's investment in the Nation's first public, no-cost
residential school focused on mathematics and science would have its
greatest return if it served not only students from every North
Carolina congressional district, but if the school also made the
statewide improvement of public education through outreach a part of
its mission.
We began this work before the rise of the Internet when we began
offering our high-level mathematics and science courses to low-wealth
and rural high schools through interactive video conferencing. Now in
its 20th year, our two-way, interactive video-conferencing course
program leverages the State's strategic development of infrastructure,
using the Information Highway and later NCREN, as well as the last-mile
connectivity efforts that MCNC continues to this day. Where
telepresence was once expensive and technically complicated, we are now
helping schools set up $80 web cams and $60 speakers to begin
participating in 16 advanced courses like AP Calculus AB and AP
Statistics, Genetics and Biotechnology, Forensic Material Evidence and
Accident Investigation, and Aerospace Engineering, where we serve about
450 students each year.
Think of what a benefit this is to small schools, particularly in
coastal or deeply rural areas. Before digital learning, if they had
three students ready to participate in an advanced course like AP
Calculus, their staffing demands meant that those three students
probably weren't served. We had one young woman, Taylor, at Cape
Hatteras High School tell State legislators last fall that if she
hadn't had the chance to take pre-calculus and AP statistics through
NCSSM, she would have run out of math at her high school after her
sophomore year. Taylor understood that in order to be competitive in
college, she would need more mathematics, and is now at NC State. This
thought was echoed by Madison, a senior at Union High School in Sampson
County, who said that she had taken all of the math courses available
at her school by the end of her junior year and was still hungry for
more.
Now that we are a part of the UNC system, applications to our
residential program are steadily on the rise, so we have used
technology to serve more families. In 2008, we launched NCSSM Online, a
blended program that combines online coursework with time on campus
during selected weekends and the summertime. Our 26 online courses are
some of the most advanced in the State, with topics beyond the Advanced
Placement curriculum like Multivariable Calculus, Applied Chemistry and
Engineering.
The most academically advanced kids from high schools across the
State--the smallest rural schools up to some large 4-A high schools--
are among the 241 students taking advantage of NCSSM Online to
supplement their academics. One student at Green Hope High School in
Raleigh, Juan, will leave NCSSM's Online program this year having
completed a four-semester sequence of computational science courses
including Bioinformatics and Computational Chemistry, as well as a
summer course in Primate Ecology and Evolution, a field research course
focused on Endophtyes, and a summer research experience with a lab at
NC State that is working to turn cockroaches and moths into bio-bots to
aid in disaster recovery. All of this is in addition to the courses
he's taking at his local high school.
NCSSM also recognizes that developing video and digital courses
gives us a tremendous number of legacy products we can share. Through
our STEM@NCSSM repository and YouTube channel, we have already shared
materials developed in our residential and virtual programs with
schools and teachers across the State over 1 million times. In
collaboration with the Department of Public Instruction, we have
developed and distributed digital content and full curricula that
include virtual labs, interactive content, even a full high-definition
cat dissection.
These efforts didn't spring up overnight. They are the result of
strategic, continued investment in our school and the recognition that
the work we do in Durham can have a profound effect from Cherokee to
Currituck Counties, from Murphy to Manteo.
Senator Hagan. Thank you. I think a lot of people don't
understand that North Carolina has the School of Science and
Math, which is a boarding school, 11th and 12th grade. And they
have to accept students from all 13 congressional districts
across our State. It is a free boarding school, and it is
something--how many students are there now?
Ms. Thibault. We have 680 in residence, and we serve more
than 700 in our distance education program.
Senator Hagan. We'll ask questions later. But I do think
it's important that people realize this is a public school that
does have resources like this available to students all across
North Carolina.
Dale Miller, a high school student from Mooresville.
STATEMENT OF DALE MILLER, HIGH SCHOOL STUDENT, MOORESVILLE HIGH
SCHOOL, MOORESVILLE, NC
Mr. Miller. First, I'd like to thank you and all the staff
here at Phillip O. Berry for having us today. It's an
incredible honor. So thank you very much.
Just to go off what Dr. Smith said, I'm the student aspect
of what his brain child is here. But incredibly significant
things have happened since Mooresville decided to go digital.
Senator Hagan. I don't mean to interrupt you, but how long
have you been there?
Mr. Miller. Yes, ma'am. I've actually been there since 2d
grade. So I've been there throughout the whole conversion.
Senator Hagan. Great.
Mr. Miller. I was in the 8th grade when every student in
the district got these laptops to take home every single day
for their educational use. Like Dr. Smith touched on, every
teacher was trained to convert their old teaching style into
what was going to be implemented in the classroom every day, as
far as laptops, to help us get a feel for it, because we were
very thrilled to get them. We were really, really bright-eyed
to be able to receive these laptops.
We realized that it wasn't necessarily the machine that was
given to us. It was an education. We weren't fully aware of
what that meant. But we were fully aware that our district
opened a new door in the field of education, and we were all
prepared to create our own unique and individualized path. I'm
going to go in-depth on that.
I think when asked, the largest effect that the digital
conversion has on us is that our students are independent. It's
truly astonishing how many possibilities are opened up through
the technology that we have. And when asked to complete a
project on any given topic, I think students in my school are
really set free. It sounds weird when you think about it that
way, but it's a liberating thing, because our possibilities are
endless.
I actually have an example. All seniors at my school,
Mooresville High School, must complete a senior project to
graduate from school. It epitomizes every single aspect of the
technology we're given.
First, we're given a topic. We can pick our topic. That's
the individualized learning that we're doing. We get to choose
our topic. We have to write a research paper. We use our
MacBooks to do that as well. We correctly cite our sources. We
learn how to do that.
All college-level skills we need to be able to do, whether
or not we learn it in high school, or we have to adapt in
college. I think it's important that we're learning that now,
as opposed to being thrown into the wild next year. It's always
a good thing to be able to do that.
So we choose our topic. We're individualized about that.
Teachers love to see all kinds of crazy things going on. But we
get to do that. We document all of our--we have 15 hours of
service we have to do with that project, whatever it may be,
and we document those hours with our MacBooks.
We're also asked to create a product. That can be anything.
Like I said, it's pretty individualized, and we can do what
we'd like to do. So a lot of people choose to make their own
videos or brochures, all using the laptops. That's something I
think is really important, because they have that freedom to be
able to do what they'd like to do. And I think that opens a lot
of doors, as far as technology goes, in every school, and
that's also important.
So what exactly do I mean by that individualism? I would
say that, quite frankly, I'm confident that the technology
given to students all throughout the district in Mooresville
Graded Schools is making them more and more apt to succeed in
college, not necessarily getting into college, but succeeding
in college. And I think those are two different things.
No longer is it the teacher's job when you get to college
to rely on how well we do. They're there no matter what. We
have to adapt to that. They're not holding our hands anymore.
We're not just there. We have to make an impact, and I think
Mooresville allows us to get that individual sense that we can
do that much more quickly and much more effectively than most
other schools do with the technology we're given.
Although Mooresville Graded School District is pioneering
that push for educational technology, it's definitely not the
only one that realizes the benefits of it. I myself am
surrounded by students every single day who love to push
themselves, and sometimes I don't even realize how motivated
our students are based on what we have. I attribute that
attitude that really benefits our system to the digital
conversion. Without that, we wouldn't be--not necessarily the
school district that we are, but as highly pushed and motivated
as we are. Without the digital conversion, I don't think any of
that would be possible.
Therefore, I'm not alone when I say that with the tools
given to me by my school district, I am well on my way to
success, not just success in the world of education and
learning, but the world that comes soon after and lasts a
lifetime.
[The prepared statement of Mr. Miller follows:]
Prepared Statement of Dale Miller
personal perspective of mgsd's digital conversion
Incredibly significant changes have been brought about by MGSD's
decision to go digital. I was in the 8th grade when every student in
the district, from 3d to 12th grade received the privilege to take a
laptop computer home for educational use every day. Little did I, or my
peers, know that the machines we would be using would shape our
educational lives forever.
Each of MGSD's teachers had been trained and familiarized with the
technology prior to the students getting devices of their own. This
enabled us as students to enter the conversion with a sense of
direction and guidance. As you can imagine, each and every student was
thrilled to be given this opportunity, and quickly learned how to
correctly and efficiently use the machines. We were fully aware that
our district had opened a new door in the field of education, and we
were all prepared to create our own unique path.
monumental advantages attributed to the conversion
Of course, MGSD's Superintendent, Dr. Mark Edwards, set the
educational advancement of the students as his first priority in the
conversion. As previously imagined, students and teachers alike would
now be capable of going online from their individual laptops and
browsing the worldwide web for resources. Credible and interactive
educational Web sites such as Education Portal and Khan Academy can
easily be accessed since the conversion, and many teachers and students
do use organizations such as these to further their learning.
If a student is struggling with a particular topic, he or she can
now easily email their teacher and ask for assistance. Whether the
students are on vacation, holiday breaks, or simply at home for the
evening, they can reach their teacher via email with the technology
given to them. This has been an incredible help in my personal
education, as I have never been one to shy away from asking questions.
The e-mailing route allows a student to receive one-on-one instruction
with his or her teacher with the flexibility of time and location.
Apart from getting additional help on a given subject, the digital
conversion within MGSD has even broadened the already vast array of
courses offered. Many of my colleagues take courses online, and are
linked with virtual schools around the Nation. If a particular class is
not offered at my particular high school, the digital conversion allows
a student to explore their interests and take that class online. Not
only does the student get the personalized education they deserve, but
they are also being connected with instructors and students nationwide.
lasting effect of the digital conversion
When asked about the largest effect that the digital conversion has
on students, the first thing that comes to mind is independence. It is
truly astonishing how many possibilities are opened up through
technology such as that throughout Mooresville Graded School District.
When asked to complete a project on any given topic, students in MGSD
are, in a sense, set free. There are countless options and combinations
of applications, Web sites and learning tools at that student's
service, that a project is almost a liberating assignment. I feel that
it is this attitude toward learning matched with the tools given in
MGSD that makes for successful students, and successful lives.
What exactly do I mean by that? Well, quite frankly, I am confident
in saying that the technology given to Mooresville High School
students, in particular, makes them more apt to succeed past MGSD, and
into colleges nationwide. All high schoolers must face the reality that
college isn't quite the same as what they have been accustomed to for
their K-12 educations. No longer does the teacher's job rely on how
well the students do. No longer does he or she hold students' hands and
give them an easy way out. College students are, and must be,
independent learners who are willing to accept just that. They realize
that their learning style, and similarly their education, is different
than that of their peers.
Technology simply opens the doors to this sense of realization. The
sooner a student can understand his or herself and learn on their own
terms, the sooner that student will taste success. Instead of being
deprived of individuality and expression, students in MGSD are
encouraged to take their educations to the next level and create their
own path.
Although Mooresville graded school district is one that is
pioneering the mass addition of technology to education, it is
certainly not the only one that recognizes the benefits. Without even
realizing it, I myself am surrounded by students who love to push
themselves to achieve more, and have become more independent in doing
so. I attribute this solely to the digital conversion. MGSD did more
than hand students laptop computers, the district allowed kids to
experience the most beneficial and exciting side of education.
Therefore, I am not alone when I say that with the tools given to me by
my school district, I am well on my way to success. Not just success in
the world of education and learning, but the world that comes soon
after and lasts a lifetime.
Senator Hagan. Thank you very much, Dale.
Ms. Raha Obaei, 6th grade teacher at Kennedy Middle.
STATEMENT OF RAHA OBAEI, 6TH GRADE TEACHER,
KENNEDY MIDDLE SCHOOL, CHARLOTTE-MECKLENBURG SCHOOLS,
CHARLOTTE, NC
Ms. Obaei. Senator Hagan, members of the board of
education, fellow panelists, and other distinguished guests, it
is truly an honor to speak to you about a matter very dear to
my heart. My name is Raha Obaei. I am a 6th grade teacher at
Kennedy Middle School in Charlotte, NC, and I am a technology
native.
I grew up in an ever-changing, technology-forward school
district that had first generation iMacs in each of our
elementary classrooms. I was editor for my high school
newspaper when we transitioned from a staff-wide, 6-hour layout
night to one person working on InDesign and Photoshop.
I went to college at the University of Missouri where I was
in the first graduating class to no longer have a 20-page
physical portfolio, but an e-portfolio on a tiny flash drive,
all backed up by Microsoft Skydrive. I have since taken what
I've learned and been exposed to in my own years of education
and have applied them in my classroom. My students utilize
technology in one facet or another every single day.
As you know, North Carolina fully adopted the common core
last year. With that change, I pooled resources by the only
avenue I knew how--through the Internet and without a
traditional textbook. My students spend as much time as
possible in the computer lab with Google Chromebooks and on
iPads, because I believe they are facilitating my students'
learning beyond just factual recall and engaging them in a way
a textbook simply cannot.
With the limitless bounds of the Internet and technology, I
can better differentiate learning for each of my students. If
Johnny comes to me on a third grade reading level, he won't
become frustrated because of a text he cannot read. I have a
wide variety of resources available at my fingertips to better
educate each of my students, whether they are reading at a high
school level and have never felt challenged by a humanities
class, or they just entered the country weeks ago with minimal
language skills.
I've seen firsthand the impact it has on student learning,
as well. My students did, on average, 19 percent better on an
assessment of a unit that was facilitated by technology than on
an assessment in which a hard copy of a text was utilized.
However, what is almost more important to me is the
anecdotal evidence my students provide for me every single day.
When explaining to my students that we will be learning the
next unit by solely reading textbooks and writing notes, one of
my students meekly raised his hand and asked if they were in
trouble. Not only is it a disservice to our children to teach
in ways that are outdated and not as effective, but it is
apparently also a form of punishment.
[Laughter.]
All jokes aside, I know I am pushing my students' critical
thinking skills and giving them the tools they need to succeed
in their educational and professional careers. My students have
been the ones that have brought to my attention that things we
have learned in the beginning of this school year are now
historically inaccurate.
Our first unit of the year is on human beginnings and the
stages of man. One of my students brought their tablet to me
before class a couple weeks ago and showed me a news clip
stating that archaeologists have found fossils of early man
that may show that there were no distinct different stages of
man.
With this increasing access to new information, it is
impossible for textbooks to keep up with the pace. I taught
them something from a textbook, and, in turn, they taught me
using technology.
At the end of the day, when students leave my classroom, I
want them to have mastered the content, because I do believe
there is significance in knowing all about Mesopotamia. But,
moreover, I want them to have the refined skills they can use
outside social studies and sharpen their minds to one day be
critical thinking citizens of the world.
Thank you.
[The prepared statement of Ms. Obaei follows:]
Prepared Statement of Raha Obaei
Senator Hagan, Dr. Morrison, fellow panelists, and other
distinguished guests, it is truly my honor to speak to you about a
matter very dear to my heart. My name is Raha Obaei, I'm a 6th grade
teacher at Kennedy Middle School in Charlotte, NC and I am a technology
native. I grew up in a rapid, ever-changing technology-forward school
district that had first-generation iMacs in each of our elementary
classrooms. I was editor for my high school newspaper when we
transitioned from a staff-wide 6-hour layout night to one person
working on InDesign and Photoshop. I went to college at the University
of Missouri where I was in the first graduating class to no longer have
a 20-page physical portfolio, but an e-portfolio on a tiny flash drive
and backed up by Microsoft Skydrive.
I've since taken what I've learned and been exposed to in my own
years of education and have applied them in my classroom. My students
utilize technology in one facet or another every single day. As you
know, North Carolina fully adopted the common core last year. With that
change, I pooled resources--the avenue I knew best--through the
Internet and without a traditional textbook. My students spend as much
time as possible in the computer lab, with Chromebooks, and on iPads
because I believe they are facilitating my student's learning beyond
just factual recall and engaging them in a way a textbook simply
cannot.
With the limitless bounds of the Internet and technology, I can
better differentiate learning for each of my students. If Johnny comes
to me on a third grade reading level he won't become frustrated because
of a text he cannot read. I have a wide variety of resources available
at my fingertips to better educate each of my students--whether they
are reading at a high school level and have never felt challenged by a
humanities class or they just entered the country weeks ago with
minimal language skills.
I've seen first-hand the impact it has on student learning, as
well. My students did on average 19 percent better on an assessment of
a unit that was facilitated by technology than on an assessment in
which a hard copy of a text was utilized. However, what is almost more
important to me is the anecdotal evidence my students constantly
provide for me. When explaining to my students that we will be learning
the next unit by solely reading textbooks and writing notes, one of my
students meekly raised his hand and asked if they were in trouble. Not
only is it a disservice to our children to teach in ways that are
outdated and not as effective, but apparently it is also a form of
punishment.
All jokes aside, I know I am pushing my student's critical thinking
skills and giving them the tools they need to succeed in their
educational and professional careers. My students have been the ones
that brought to my attention that things we have learned in the
beginning of this year are now historically inaccurate. Our first unit
of the year is on human beginnings and the stages of man. One of my
students brought their tablet to me before class a couple weeks ago and
showed me a news clip stating archaeologists have found fossils of
early man that may show that there were no distinct different stages of
man. With this increasing access to new information, it is impossible
for textbooks to keep up with the pace. I taught them from a textbook,
and in turn they taught me using technology.
At the end of the day, when students leave my classroom I want them
to master the content--because I do believe there is significance in
knowing all about Mesopotamia--but moreover I want them to have refined
skills they can use outside social studies and sharpen their minds to
one day be critical thinking citizens of the world.
Thank you.
Senator Hagan. You've given me a new word, native--what was
it, a native techy?
Ms. Obaei. Technology native.
Senator Hagan. Technology native. Thank you very much.
Now we have Eric Graham, a high school student right here
at Phillip O. Berry Academy.
STATEMENT OF ERIC GRAHAM, HIGH SCHOOL STUDENT, PHILLIP O. BERRY
ACADEMY OF TECHNOLOGY, CHARLOTTE, NC
Mr. Graham. Before I begin, I'd like to thank everybody
here. Thank you for showing up and showing your support. I'd
also like to give a special thanks to Mr. Hall and Dr. Carroll
for selecting me to represent our school here, Phillip O.
Berry. And it would also be a disservice if I did not recognize
my mom for being here.
[Laughter.]
Senator Hagan. Yay, mom.
Mr. Graham. Yay, mom. All right. Time for me to begin.
Technology is important in school because it provides
economically disadvantaged students an equal opportunity to
advance along with the fast-paced digital world. I go to a
school here, Phillip O. Berry, where many students own smart
phones, yet do not own a computer or printer due to economic
reasons.
Ten years ago, my peers would not have had a problem
completing class work, homework assignments, and projects,
because it was acceptable to submit those items in a
handwritten fashion. However, in the present, the acceptance of
handwritten assignments has dwindled, and the demand for typed
or digitally submitted documents has increased significantly.
The shift from pen ink to printer ink is exemplified with
college applications. A decade ago, many colleges accepted
applications that were written by hand and sent in the mail.
Present day, those same colleges require students to submit
applications online only.
My peers who do not own a computer with Internet access
must depend on the technology provided here at school.
Otherwise, they would not be able to apply to college. Although
their smart phones are capable of Internet access, it is not
recommended to apply to college solely from those devices.
Technology in schools provides an equal opportunity to
apply to college for all students. It also helps decrease the
digital divide between the affluent and the economically
disadvantaged.
Technology is also important in school because it prepares
students for the workforce. Many jobs in today's world utilize
technology in the form of software and hardware to keep up with
speedy demands. Technology in schools gives students exposure
to what will be required once they begin to work in their
career fields.
Exposure to word processing software or engineering design
software such as Autodesk Inventor, along with contact to 3-D
printers gives students skills and experience that will allow
them to be competitive applicants when it is time to look for a
job, particularly in their desired career fields.
As a 21st century learner, technology is important in every
area of my life, especially in school. Nearly every assignment
I complete requires some form of technology. Without technology
in a world that is ever changing, I, my peers, and many other
students would be lost amidst resources, ideas, and
opportunities that could change the world for the better.
In closing, I would like to remind you that technology has
a significant impact on students' futures by giving them all
equal opportunities at a college education and providing
essentials that will lead to success in their chosen
occupations after college.
Thank you.
[The prepared statement of Mr. Graham follows:]
Prepared Statement of Eric Graham
Technology is important in school because it provides economically
disadvantaged students an equal opportunity to advance along with the
fast-paced digital world. I attend a school where many students own
smart phones, yet do not own a computer or printer due to their
economic situation. Ten years ago my peers would not have had a problem
completing class work, homework assignments, and projects because it
was acceptable to submit those items in a hand-written fashion.
However, in the present, the acceptance of hand-written assignments has
dwindled, and the demand for typed or digitally submitted documents has
increased significantly. The shift from ``pen ink'' to ``digital ink''
is exemplified with college applications. A decade ago many colleges
accepted applications that were written by hand, and sent in the mail.
Present day, those same colleges require students to submit
applications online only. My peers that do not own a computer with
Internet access must depend on the technology provided at school,
otherwise they would not be able to apply to college. Although their
smart phones are capable of Internet access it is not recommended to
apply to college solely from those devices. Technology in schools
provides an equal opportunity to all students applying to college. It
also helps shrink the digital divide between the affluent and the
economically disadvantaged.
Technology is also important in school because it prepares students
for the workforce. Many jobs in today's world utilize technology in the
form of software and hardware to keep up with speedy demands.
Technology in schools gives students exposure to what will be required
once they begin to work in their career fields. Exposure to word
processing software or engineering design software such as Autodesk
Inventor, along with contact to 3-D printers gives students skills and
experience that will allow them to be competitive applicants when it is
time to look for a job, particularly in their desired career fields.
As a 21st century learner, technology is present in every area of
my life, especially in school--nearly every assignment I complete
requires some form of technology. Without technology in a world that is
ever changing, my peers, and many other students would be lost amidst
resources, ideas, and opportunities that could change the world.
In closing I would like to remind you that technology has a
significant impact on students' futures by giving them all equal
opportunities at a college education, and providing essentials that
will lead to success in their chosen occupations after college or in
the workforce.
Senator Hagan. Thank you, Eric, very much.
Sean O'Leary, 5th grade teacher from Hawk Ridge Elementary.
STATEMENT OF SEAN O'LEARY, 5TH GRADE TEACHER,
HAWK RIDGE ELEMENTARY, CHARLOTTE, NC
Mr. O'Leary. Hello, Senator Hagan, CMS School Board, and
other distinguished guests. And I also have to say hello to my
mom.
[Laughter.]
My name is Sean O'Leary, and I am a 5th grade teacher at
Hawk Ridge Elementary right here in Charlotte, NC. I am here
today to share some successes that my students and I have
accomplished in the classroom through the implementation of
technology.
Hawk Ridge Elementary began implementing a Bring Your Own
Technology program in the spring of 2012, where students could
bring their technology from home into the classroom. In the
year and a half since then, I have seen throughout the entire
school more engaged and independent learners, in large part due
to the ready availability of technology in the classroom.
Before I tell you about some of the amazing things that my
students have been able to accomplish using technology, I want
to clear up a couple of misconceptions pertaining to technology
in the classroom. Many people that I've heard or talked to are
quick to jump to the conclusion that placing iPads or laptops
into the classroom is what teachers want because it makes our
jobs easier. I have to respectfully disagree.
I do think that having access to technology makes the
classroom more efficient but never easier. It is my finding
that access to technology actually creates many opportunities
for teachers and students to challenge ourselves in the
classroom and grow as 21st century learners.
Teachers are challenged to create or find engaging
activities that promote critical thinking and challenge their
students without simply throwing a device in front of them with
a fun math game. Teachers are charged with the task of staying
current and up to date with changing technology, data, and
effective methods to implement the ever-changing technology.
Students are challenged to rely less on receiving step-by-
step instructions and to rely more on their natural inquisitive
nature to find, solve, create, share, interpret, and deliver
information that they discover in this technological world.
Students are challenged with real world tasks that help them,
as put by one of my students, ``develop a stronger sense of
responsibility which we will need in the future.''
The students in my classroom and throughout the entire Hawk
Ridge Elementary School have been responsible for some truly
incredible educational moments involving technology. Growing up
in high school, social media was a part of my life, and social
media has become an integral part of my classroom for
facilitating discussion both in and outside of the classroom
setting. Mr. O'Leary's class blog has become a place where
students can share and discuss information in a safe and
structured environment.
I originally started the blog as a way to post
supplementary information about topics we studied in class.
``We talked about chemical changes today. Well, on the blog I
put a couple of videos for you guys to check out at home.'' I
was amazed at how quickly the students took over my blog. ``Can
I post another video I found?'' ``I found a great Web site
about this last night'' and ``I just had to comment on that''
became common phrases I heard as the students unpacked each
morning.
The kids were not only taking ownership of their learning,
but they were sharing that learning with other kids. Currently,
the blog is almost 100 percent kid-run and moderated. I take
time to make sure that everything is appropriate and school
related, but, so far, that hasn't been an issue.
The kids have started posting about anything from books to
movie trailers based on books to great math resource Web sites
to cool science videos they are finding online. The students
are taking the information I'm teaching them, making it
relevant to their lives, and then sharing it with others. When
I was in elementary school, the only way to discuss what we
learned outside of class was by instant messaging or by passing
a note the next day in school.
Without the access to technology in the classroom, many
kids are so willing to take information at its face value and
move on. I've seen a deepening of understanding and a huge
improvement in the motivation to learn and a responsibility in
making learning important to themselves in my students since
introducing technology to the classroom.
I can't tell you how many of my friends that are teachers
in other schools, cities, and States have asked me about having
technology in my classroom every day. ``Aren't you nervous?''
``Are you worried about them using it incorrectly?'' ``How can
you manage all of those students?'' My response has always come
from one of my favorite authors, T.S. Eliot. He says, ``If you
aren't in over your head, how do you know how tall you are?''
Educators and students are ready for this change. We are
ready, willing, and able to dive in head-first and embrace
technology in the classroom.
[The prepared statement of Mr. O'Leary follows:]
Prepared Statement of Sean O'Leary
Hello Senator Hagan and other distinguished guests. My name is Sean
O'Leary and I am a 5th grade teacher at Hawk Ridge Elementary School in
Charlotte, NC.
I am here today to share the successes that my students and I have
accomplished in the classroom through the implementation of technology.
Hawk Ridge Elementary began implementing a Bring Your Own Technology
program in the spring of 2012. In the year and a half since then, I
have seen, throughout the school, more engaged and independent learners
due, in large part, to the ready availability of technology in the
classroom.
Before I tell you about some of the amazing things that my students
have been able to accomplish using technology I want to try to clear up
some misconceptions pertaining to technology in the classroom. Many
people are quick to jump to the conclusion that placing iPads or
laptops into the classroom is what teachers want because it makes our
jobs ``easier.'' I respectfully must disagree. I do think that having
access to technology makes the classroom more efficient but never
``easier.'' It is my finding that the access to technology actually
creates many opportunities to challenge ourselves in the classroom and
grow as 21st century learners. Teachers are challenged to create or
find engaging activities that promote critical thinking and challenge
their students without simply throwing a device in front of them with a
fun math game. Teachers are constantly challenged with the task of
staying current and up to date with changing technology, data, and
effective methods to implement the ever-changing technology. Students
are challenged to rely less on receiving step-by-step instructions and
rely more on their natural inquisitive nature to find, solve, create,
share, interpret and deliver information that they discover in this
technological world. Students are challenged with real world tasks that
help them, as put by one of my students, ``develop a stronger sense of
responsibility which we will need in the future.''
The students in my classroom, and the students throughout Hawk
Ridge Elementary have been responsible for some truly incredible
educational moments involving technology. Social media has become an
integral part of my classroom for facilitating discussion both in and
outside the school setting. Mr. O'Leary's class blog has become a place
where students can share and discuss information in a safe and
structured environment. I originally started the blog as a way to post
supplementary information about topics we studied in class. ``We talked
about chemical changes today, well on the blog I put a couple of videos
for you guys to check out at home.'' I was amazed at how quickly the
kids took over the blog! ``Can I post another video I found?'' ``I
found a great Web site about this'' and ``I just had to comment on
that'' became common phrases I heard as the students unpacked each
morning. The kids were not only taking ownership of their learning but
they were sharing that learning with other kids. Currently the blog is
almost 100 percent kid-run and moderated. I take time to make sure that
everything is appropriate and school-related, but so far that hasn't
been an issue. The kids have started posting about anything from books
to movie trailers based on books to great math resource Web sites, to
cool science videos they are finding online. The students are taking
the information I'm teaching them, making it relevant to their lives,
and then sharing it with others. When I was in elementary school I
passed notes about a funny video and that was about it. Without the
access to technology in the classroom many kids are so willing to take
information at its face value and move on. I've seen a deepening of
understanding and a huge improvement in the motivation to learn and a
responsibility in making learning important in my students since
introducing technology to the classroom.
I can't tell you how many of my friends that are teachers in other
schools, cities, and States have asked me about having readily
available technology in my classroom. ``Aren't you nervous?'' ``Are you
worried about them using it wrong?'' ``How can you manage all of
that?'' My response to them has always come from one of my favorite
authors, T.S. Eliot. ``'If you aren't in over your head, how do you
know how tall you are?'' Educators and students are ready for this
change! We are ready, willing, and able to dive in head-first and
embrace technology in the classroom.
Senator Hagan. Thank you very much, Sean.
We have another student, an 8th grade student at Kennedy
Middle School, Mazzanni Burnett.
STATEMENT OF MAZZANNI BURNETT, 8TH GRADE STUDENT, KENNEDY
MIDDLE SCHOOL, CHARLOTTE-MECKLENBURG SCHOOLS, CHARLOTTE, NC
Ms. Burnett. Thank you, Senator Hagan and other
distinguished guests, for allowing me to attend this hearing
and giving me the opportunity to share with you about my
experiences regarding technology. My name is Mazzanni Burnett.
I am an 8th grade student at Kennedy Middle School here in
Charlotte, NC, and I am also a proud technology native.
I am currently growing up in a world in which technology is
used for various reasons and in many ways. I would like to
share with you how I feel that the use of technology would be
beneficial to my peers and I in school.
I feel technology is beneficial in schools simply because,
as a teenager, being able to have use of computers keeps me
engaged and motivated.
Now, I am not saying that the use of computers or any other
technology device is all that keeps me interested in school,
but it plays a big role. I have noticed in my short years of
growing that since the use of technology has become a part of
schools, a lot more kids my age are participating more in
classrooms than before.
I feel that some children my age may find that following
along with a class while using textbooks is a bit overwhelming
for various reasons. However, textbooks can be a good place to
find some helpful information, but to be able to have access to
computers in school to research information, I feel, is far
more beneficial.
For example, when my teacher gave me a project to complete
on someone I refer to as a hero, I decided to write about the
late Dr. Martin Luther King, Jr. And I knew exactly where to go
to obtain any information needed to complete my assignment via
the Internet.
Computers are great tools to use for researching
information and to be able to gain knowledge on the use of
technology. I also feel that at this age, the exposure to
computers in school is helping prepare me for bigger and better
things.
Everything that we use now on a day-to-day basis uses some
type of technology, whether it is a computer, smartphone, iPod,
or whatever piece of digital device it may be. Why not use it
to learn? What better way to use technology?
So in my conclusion, I think that the use of technology in
schools is a great way and a great tool to use when it comes to
education. Not only are we getting educated on basic studies,
but we are also getting to explore our interests through the
use of technology.
[The prepared statement of Ms. Burnett follows:]
Prepared Statement of Mazzanni Burnett
Thank you Senator Hagan and other distinguished guests for allowing
me to attend this hearing and giving me the opportunity to share with
you about my experiences regarding technology. My name is Mazzanni
Burnett, I am an eighth grade student at Kennedy Middle School here in
Charlotte, NC, and I am a proud technology native. I am currently
growing up in a world in which technology is used for various reasons
and in many ways. I would like to share with you how I feel that the
use of technology would be beneficial to my peers and I in school.
I feel technology is beneficial in schools, simply because as a
teenager being able to have use of computers keeps me engaged and
motivated. Now I am not saying that the use of computers or any other
technology device is all that keeps me interested in school, but it
plays a big role. I have noticed in my short years of growing that
since the use of technology has become a part of schools a lot more
kids my age are participating more in classrooms than before. I feel
that some children my age may find that following along with a class
while using textbooks a bit overwhelming for various reasons. However,
textbooks can be a good place to find some helpful information, but to
be able to have access to computers in school to research information I
feel is far more beneficial. For example, when my teacher gave me a
project to complete on someone I refer to as a hero, I decided to write
about the late Dr. Martin Luther King, Jr., and I knew exactly where to
go to obtain any information needed to complete my assignment via the
Internet.
Computers are great tools to use for researching information and to
be able to gain knowledge on the use of technology. I also feel that at
this age the exposure to computers in school is helping prepare me for
bigger and better things. Everything that we use now on a day-to-day
basis uses some type of technology. Whether it is a computer,
smartphone, iPod, or whatever piece of digital device it may be. Why
not use it to learn? What better way to use technology!
So in my conclusion I think that the use of technology in schools
is a great way and a great tool to use when it comes to education. Not
only are we getting educated on basic studies, but we are also getting
to explore our interests through the use of technology.
Senator Hagan. Thank you very much, Mazzanni.
That concludes the witnesses' testimony here. Now it's time
for some Q and As.
I think all of us here at this table--I am very fortunate
to be here, but everybody here at this table is so fortunate to
be in a school system that has the technology we have been
talking about.
We've mentioned how all the schools are connected in North
Carolina, but certainly not all schools have the capability and
the access to tablets and computers, like the technology that
you have.
It would be great, not only to see this kind of
availability to every school in North Carolina, but, obviously,
in other States across the country, because I truly believe
that education is our future. And because it is our future,
we've got to do what needs to be done to get young people
prepared, to have access, to have equal opportunity.
When we talk about achievement gaps, there's going to be
huge achievement gaps between technology natives and those who
do not have access to technology in their school. One of the
things that comes to mind when we talk about technology is a
time management issue. I'd love to ask a student and then maybe
one of our teachers about how you oversee the use of the
tablets and the access to be sure that students are either on
task.
I don't know what sort of firewalls you have, but how do
you control that? Or is it even a problem?
Mr. O'Leary, if you could start, you control for
appropriateness. Even your blog, which sounds great.
Mr. O'Leary. Obviously, the technology that's brought into
the classroom has to be Wi-Fi capable, because our school has a
Wi-Fi that is filtered it allows students to access the same
Web sites that they would access on the school desktop
computers. I'll admit when it first rolled out, it was the
spring of my very first year of teaching. And as if I didn't
have enough classroom management issues at that point, now
throwing in 27 iPads was a little daunting.
It's a talking point with your kids, this is an educational
tool, that they're doing this not to play games, but to further
their education. And just like any new curriculum or new thing
that you put into the schools, it's just a management piece for
teachers.
Senator Hagan. Eric, how's that from your perspective?
Mr. Graham. Our Internet use here at school is also Wi-Fi
enabled, and we do have blocks placed on our Internet. We all
sometimes try to find shortcuts, but I would say that it is
very difficult to do so. It is managed here very well.
Senator Hagan. Let me ask you a question. You mentioned
that a lot of the students had smartphones. Do your teachers
let you use those phones if they have Internet in the classroom
to access that?
Mr. Graham. Very much so. Particularly, in my AP Government
class and in my AP English class, our teachers do allow us to
use technology if we have some quick facts that we need to look
up for an assignment, or there's a word that we don't know, and
the dictionary is too slow to use.
The phones are just quicker, and teachers are realizing
that, and they're allowing us to use our smartphones nearly
every day, every class period, for quick things and things that
also relate to the curriculum that's being taught. So, yes.
Senator Hagan. I want to move to another question.
Dr. Smith, you mentioned 11 early release days that your
school board has given to the county. I'm very curious about
that, because I haven't heard anything like that before. So I
guess you still comply with whatever the school calendar is
that's set.
Mr. Smith. Sure.
Senator Hagan. And, also, how did Mooresville pay for the
access and all the tablets?
Mr. Smith. The early release days for us--6 years ago when
we started, it was not 11. We sold this idea to our community
that this is what we're going to do for students, because it's
right for their future.
Our superintendent, Dr. Mark Edwards, did a great job of
selling to the community the fact that, if you go to the
doctor, you want your doctor to have the latest and greatest
medical knowledge so that he or she can treat you to the best
of their ability. Why would you not want that for your child
and your child's teacher?
So he kind of sold that to the community as doing what's
best for the kids, and so we started out with 6 early release
days. It was very popular, and we had that for 2 years. But
there's all kinds of community issues about that, especially
with child care and things. So we had to deal with all those
issues.
But over time, it's become the accepted practice, and our
school board, again, has been so supportive. And they've seen
the results of what that's done for our teachers and how that's
resulted in student achievement. Now we have the 11 days in the
school calendar so that we can actually work with our teachers.
The gentleman on the end was just talking about classroom
management. We do professional development on classroom
management with technology, because you can't walk into a
classroom where 30 kids have access to the world at their
fingertips and teach the same way you used to teach. It doesn't
work. So you have to retrain in that professional development.
To your second question about how we afford it, that's the
No. 1 question we get in Mooresville all the time. Two things:
One is we lease our machines, we're on a 4-year lease. We have
built in that process to refresh. We all know we can go buy a
computer today, and 10 minutes later, it's obsolete. But we've
built that into our budget in terms of how we're going to
refresh our machines throughout the years.
The other thing is, as you stated in your opening remarks,
we are one of the lowest funded school districts in the State.
But yet we were able to do this. And it's about
reprioritization of your funding. One example is we haven't
spent money on textbooks in 6 years, with one exception, and
that's high school AP classes where the college board says you
have to use this text. But, otherwise, we haven't spent money
on textbooks.
We, in turn, spend that money on digital resources or on
the technology to put it in the hands of every single student.
There are some things that we gave up as well. But the overall
end game is to do what's best for kids and to put this learning
opportunity at their fingertips.
Senator Hagan. That's great. That's a very good
opportunity.
Ms. Obaei, let me ask you a question. You mentioned
students who come into your class that might have English as a
second language and might be brand new. How does a new student
get acclimated to a class that is already many, many miles
ahead of that student who doesn't have that access? How does
that child learn?
Ms. Obaei. I'm lucky enough to have a lot of English as a
second language students. My students, who are maybe on a lower
level and maybe are brand new to the country and can barely say
hello, they're not doing the same activity as my other students
who have lived here their entire lives or students who have
even been here for more than a couple of years.
That's where technology has been really my saving grace. I
have these students, and if they are brand new, we're working
on English and literacy first, and then social studies second.
For my students who have been here a little bit longer,
it's kind of finding things that are closer to their reading
level, closer to where they feel comfortable, where they are
still being challenged and pushed, but also can grasp it and
feel joy when they're actually understanding and learning a
topic, as opposed to assigning them the same exact assignment
as another student, and them just looking at you----
Senator Hagan. So they just learn on their own level
because of the technology.
Ms. Obaei. Correct.
Senator Hagan. Let me ask you a question, Dale. This is
something that concerned me when I went to the Montlieu
Elementary School, and that is when those students in K through
5 matriculate into 6th grade, if that 6th grade middle school
doesn't have the technology that they were used to in K through
5, then they're going back to maybe either a smart board or a
chalk board.
What happens to them? I don't know if you've had friends in
your school--I know you said you've been there the whole time--
that have transferred and moved someplace else or gotten out of
that system. What happens?
Mr. Miller. Right. Yes, ma'am. Well, being on a personal
level with those friends, I talk to them about where--
especially in college, you know, people go off and they're kind
of on their own, as opposed to having what they've had the last
4 or 5 years. When they do take that step and move on to
something new, and they're not necessarily given the same
opportunities we are, it is tough for them.
But I think that the skills learned and the drive given
through the tools that we have really stays with the students.
And it's not necessarily moving away from the district or
moving away from all the technology. But they take with them
their drive to do better.
Senator Hagan. I'm more worried about when the younger
people go to the next level if they don't have that access in
their school systems. Has anybody seen an example like that?
[Nonverbal Response.]
Senator Hagan. No?
Let me ask you a question, Ms. Thibault. You were talking
about an $80 web cam and a $60 sound system. Most school
systems, I do believe, could afford that kind of technology and
that kind of expense.
Ms. Thibault. Certainly.
Senator Hagan. So what that brings to the students in North
Carolina would be, as you said, an AP Calculus, a BC Calculus,
the aerospace course. And the difference that would make to
that rural county that had a handful of students that really
wanted to take those classes would be the affordability and the
availability to do that. Are other States doing that that
you're aware of? Is this the norm now?
Ms. Thibault. It depends. In online, yes. In online, they
are using--our State virtual school is the second largest in
the country. Many other States are investing in opportunities
for students to take courses online at their own pace during a
flexible time during the school day.
As far as I know, the other STEM schools like us, the other
statewide STEM schools, have neither the mandate to serve every
congressional district equally nor the distance education
program. That is a very unique North Carolina situation. I
think that our school and our State has determined that
regardless of zip code, we're going to make sure that you have
the same opportunities to study aerospace engineering no matter
where you live.
Senator Hagan. How does that student who is a distance
learner actually communicate with the teacher and with
questions and other kinds of--like once you take the test, if
you have questions on what you missed?
Ms. Thibault. In our video conferencing courses, just like
you and I are communicating--real time, synchronous.
Senator Hagan. Do you schedule appointments? Is there
office time?
Ms. Thibault. They are in class during the day, being
taught by an instructor, and in class with as many as six to
eight other schools at the same time. So the students interact
across sites as well as interacting with us.
Senator Hagan. So their school system has to coordinate
that class with their other classes that they're taking.
Ms. Thibault. That's correct.
Senator Hagan. Has that been a problem?
Ms. Thibault. It is, often. We are in the catalog at many
high schools, and students can sign up for our courses. But
that's the advantage, also, of online, because it doesn't have
to fit into someone's schedule. They can do that at their
convenience, and then we could have some synchronous
opportunities.
Our online students take their courses often during the day
because many don't have home access, and they need the time
during the day to have access to the technology. But then they
have evening web-based meetings with their teacher, and they
sometimes have to go sit in the parking lot of McDonald's to
get the Wi-Fi. We make sure they have a device, but not
everyone has the connectivity they need in order to take full
advantage of the programs from the School of Science and Math.
Senator Hagan. Interesting.
I was just curious, Dale, what your senior project is.
Mr. Miller. Mine is actually a little bit different. Like I
said, it's really open as to what you want to do. You can kind
of choose. And what I'd really like to do--I decided to pursue
the sport of bull riding. So it's a little bit----
Senator Hagan. On the Internet?
Mr. Miller. Yes, ma'am. I decided that as long as I could
find the information I needed to do that, it would be something
I'd like to pursue.
Senator Hagan. Have you gotten on the bull yet?
Mr. Miller. I have, yes, ma'am, and off of it very quickly.
[Laughter.]
Senator Hagan. That's great.
Mazzanni, tell us a little bit more about your project on
Dr. Martin Luther King. I went on a very interesting trip this
year. It was an entity sponsored in Congress, and it was called
Faith in Politics. We actually went to Tuscaloosa, AL, people
of all faiths, people from Congress, people from different
parts of the country, and it was an incredible historical and
educational time for me to be with John Lewis as we walked
across the bridge in Selma.
So I'm just curious. What sorts of other research were you
able to--one or two sites that you really liked on your Martin
Luther King project?
Ms. Burnett. Different sites included Myhero.com and
History.com. To see what information was right and what
information was wrong, I compared the information on both sites
to make sure that they were valid.
Senator Hagan. But how could you tell which one was right?
Did you do multiple research?
Ms. Burnett. Yes, ma'am. I used multiple Web sites.
Senator Hagan. What feedback did you get from your teacher
on that, as far as the research sites that you went on? Did
anybody ever say, ``Oh, we're not crazy about that one.''?
Ms. Burnett. Yes. Wikipedia.com.
[Laughter.]
Senator Hagan. Interesting.
Sean, when you first started teaching, did you have--tell
me about the professional development that was available to you
to use technology? And you, too, probably are a technology
native. But what about other teachers at your school that
aren't?
Mr. O'Leary. I think most of the staff at Hawk Ridge--
nobody was really reluctant to accept this. But I think it was
nice that we rolled it out in a way that--the PTA was generous
enough to buy iPads for all of the teachers at our school,
knowing that in the next year, we would start to buy more and
more iPads for the school, giving us, as teachers, an
opportunity to troubleshoot and figure out what problems our
students are going to run into.
But then it was nice that we rolled it out in stages. We
didn't just throw technology to all the students and to the
whole school and just--``Here you go. Just do what you can with
it.'' We took it step by step and changed what we were doing
every step of the way.
We saw what worked and what didn't work, what we needed to
change. It was nice to collaborate with other teachers on my
team and other teachers in the school and just see what was
working.
Senator Hagan. Do you have time after school during
professional development time to really coordinate with the
other teachers?
Mr. O'Leary. Yes. Our technology teacher is amazing. We
have tech time, and she highlights great things that we can put
into our classroom or great things that other teachers have
been using in their classrooms. And we have professional
development on different Web sites and things like that, Gaggle
and Glogster, that we can then get acclimated with.
Senator Hagan. Gaggle and Glogster? I'm not familiar with
Glogster. What is that?
Mr. O'Leary. It's like an online pin board, or like an
online cork board, where you can go on and post everything
about a topic onto one web page, and then it links you from
there to go all over.
Senator Hagan. Eric, let me ask you a question. What
happens when a piece of technology breaks here at Phillip O.
Berry Academy? Who fixes it? And who pays for that to get
fixed? Whose fault is it, if it breaks?
Mr. Graham. I'm not sure who pays for it. But I know we
have a great technology fixer here, Mr. Saintvilus. Any time
something breaks down, our teachers pick up one of the school
phones and just call him right up, and he's on his way ASAP,
and he's here. And he fixes the problem with the technology as
best he can, and he gets it running back to optimal level where
it should be at all times. So Mr. Saintvilus is our technology
fixer, so to speak.
Senator Hagan. Dr. Smith, let me ask you a question about
that, too, because I know with some students, just having
access to that, it can be broken. I can remember when my son
went to college. He became part of the SWAT team, and the SWAT
team was Students With Access to Technology. He was paid. He
got there early. When students came in, he'd set up everything
that needed to be set up, connect, and all that kind of stuff.
What happens when it breaks? And who pays for it?
Mr. Smith. Sure. First of all, before any student in our
district gets a device, they and their parents sit through
training.
Senator Hagan. Their parents, too?
Mr. Smith. Their parents, too, every year. And we talk to
them about appropriate use and care for the machine. They know
what they're responsible for. They sign a policy, our
responsible use policy. They sign it every year.
Senator Hagan. What if the parent doesn't come in?
Mr. Smith. We do whatever it takes to get that parent to
sign. And we have gone to the parents' places of business to
make that happen. But every parent signs. It's not an option.
If you're going to go to school in Mooresville, you're going to
do this. So we do whatever it takes to reach those parents.
So they understand up front what their responsibility is
and those types of things. And damage does occur. But then
there's always an investigation as to whether or not it's
accidental or it's negligence. If it's negligence, they're
responsible for it, and we talk to them about that from the
beginning. So it's very up front.
I'm actually going to defer to Dale, because Dale works at
our student help desk at the high school. So he can kind of
give you a more hands-on perspective.
Senator Hagan. So you're a SWAT team member.
Mr. Miller. Yes, ma'am. Every school in our district
actually has a help desk. And what that is, is basically just a
technology center for all things that do go wrong. You know,
that does happen. It's pretty common.
So what happens is if a student has a particular problem
with their laptop, whether it be broadband, networking, or just
a mechanical problem, they come down. And our help desk at the
high school is a little bit different, because we have student
workers, like Dr. Smith said, and I'm one of those.
We have a teacher in there. His name is Mr. Sherrill, and
he works with Apple. He's very familiar with the machines and
what we need to do to fix them. He teaches us how to repair
them and how to refer, if we need to, to him to get the right
thing fixed, the right thing managed well, and get it running
smoothly. Sometimes it's very interesting, but it's very fun to
do.
Senator Hagan. Great.
Ms. Thibault, when you have students coming in from 13
different congressional districts to the School of Science and
Math, are all of them as up to speed with technology equally? I
mean, I would think not.
Ms. Thibault. Certainly not.
Senator Hagan. So what do you do to help those students?
Ms. Thibault. We provide tremendous amounts of support,
especially initially. The students are required to go through
some online course modules to learn how to use the technology,
so they're learning online.
Senator Hagan. And this is once they're there?
Ms. Thibault. Once they've been accepted, there's summer
work. There are also some of our faculty that run some online
support to prepare students for coming in to use mathematical
modeling software or other--they preemptively know, because of
experience, that students are going to come in at different
levels of preparedness. We engage with them when they're
accepted in order to make sure that they're prepared.
Just like with course offerings, smaller schools and rural
schools don't always have as many of the options available to
them. So we have to meet them where they are and individualize
and take them where they need to go.
Senator Hagan. Ms. Obaei, how about in your situation?
You've been teaching for how many years?
Ms. Obaei. Two years.
Senator Hagan. So when you came in 2 years ago, I'm just
wondering--not any names--but are there other faculty at your
school who are hesitant to use technology? Can you sense any of
the issues, maybe not just at your school, but at other schools
where your student was taught, things like that?
Ms. Obaei. I think any hesitation that might come up is
just from lack of knowledge, really not knowing how to handle
devices and technology. I know that, specifically, at Kennedy,
we have Technology Tuesdays, when we all sit and kind of share
about what's going on and look at professional development on
maybe a new application or a new Web site.
And just generally, we share a lot of our technology. We
share computer labs. We share Google Chromebooks and iPads. So
it's kind of created a sense of camaraderie among the
technology natives and the technology immigrants, people who
are coming into the world of technology.
Just as an example, a staff member whose room is right next
to mine is a technology immigrant, and she is hesitant, but
really just needs a lot of help with technology. I sat with her
one morning and did a new application for her to control her
music in her classroom. And since then, I hear her music all
the time in my classroom.
[Laughter.]
So any hesitation is quickly squashed just with a little
bit of development and knowledge. And everyone is very open to
that.
Senator Hagan. That is just a little bit. For some people,
it must take much longer.
Ms. Obaei. Sure. I can imagine that it must be very
difficult, just the idea of everything that we do online and
everything we do using technology that we haven't in years
past. It must be difficult to make that transition. But I think
once that transition is made, or while you're in the process of
it, it's so much simpler.
Senator Hagan. Dr. Smith, let me ask you that same
question. When you all first got started, how difficult was it
to get the teachers up to speed with the students that were
coming in?
Mr. Smith. It was a challenge. I'll be very honest. We had
probably 25 percent of our teachers that were like Raha and
were very early adopters and kind of jumped on it. We had
probably 50 percent of our teachers that were fence riders, and
they thought, ``Oh, this may be another fad. This may go away.
I'm just going to sit back and see what happens.''
And then the other 25 percent were the laggards. They were
like, ``No, we're not going to do this.'' But over time, when
teachers started to see the interaction that students have and
the ability that they have--I kind of term it exponential
potential that students now have that they didn't have before.
And we talked about access for every student. You don't
have to be the student that has access to technology just at
school. You can now take it home with you. So when teachers
started to see that in their students and see that light bulb
go off and see students engaged in what was going on, it really
changed their teaching practice. Now, that's gradual.
But our philosophy in Mooresville was that we're all here
in North Carolina, and we're all moving west. Now, some of us
are already in Texas, and some of us are in Ashville. But as
long as we're all moving, then we're going in the right
direction.
Over time, that first group has grown. The laggard group is
extremely small now. Some of them have retired. Some of them
have found other places to go. The majority of them, however,
have jumped on the bandwagon.
Senator Hagan. Well, that's great.
Ms. Thibault, I know you have a lot of incredible faculty
at the School of Science and Math, and not everybody is
teaching in the distance learning part. Do you have teachers
that are still using textbooks and blackboards?
Ms. Thibault. Oh, certainly. We certainly do. Blackboards
are still alive and well in some of the classrooms. But with
the students having a device and the potential for things like
mathematical modeling, computational science, the integration
of computer science throughout the curriculum, really, there's
no way to not teach with technology at Science and Math. I
think we truly are STEM. The T and the E are not silent in our
school.
Senator Hagan. Very good. Well, I'm going to bring this
hearing to a close, and I really appreciate your time, each and
every one of you, and, specifically, here at Phillip O. Berry
Academy. I do want to say that having listened to all of you
here, I know there's another part of North Carolina that
doesn't have the access to technology that the people here at
this table do.
But I do think that we in North Carolina are truly leading
the way in implementing this digital learning. We're doing so
much in our State to ensure that our children get the best
education possible, and I believe that other States should look
to us as an example as to how we push educating our children
into the 21st century. I am going to take this information back
with me to our Health and Education Committee.
I do, once again, say thank you to everybody. I know it's
taken a lot of time to prepare for this setup here. And as a
member of this Health and Education Committee, my colleagues
and I are looking forward to working together to make
significant changes to the No Child Left Behind law. One of my
top priorities is updating the education technology portion of
that bill to make sure that it reflects and that it supports
the good work that we've heard about here today.
I want to thank the principal here and the staff for
hosting us. I really cannot say enough about the great things
that are happening at schools like the Phillip O. Berry
Academy, Montlieu Academy, all of Mooresville, and what we're
doing here in North Carolina to really set the stage for moving
children, our students, into the 21st century. We've got to do
it, and we've got to bring everybody with us in doing so.
I do want to close this hearing, Educating for the 21st
Century: Bringing Today's Classrooms Into the Digital Age.
The Senate Committee on Health, Education, Labor, and
Pensions is now adjourned. Thank you very much.
[Whereupon, at 3:23 p.m., the hearing was adjourned.]
[all]