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CBT (Classroom Based Technology)
The purpose of the
Classroom-based Technology professional development program is to assist
teachers and schools in implementing technology strategies which increase
student achievement and build a foundation for Twenty-First Century
workforce skills. For three years, the state of Louisiana funded Calcasieu Parish’s CBTF projects. Each year the targeted grade levels and subject areas have
varied.
1998-1999 Target was fourth grade reading
(specifically comprehension, vocabulary, and writing), while the middle and
high schools focused on reading, foreign languages, speech and
English/language arts.
1999-2000 Target was third grade reading
(specifically comprehension, vocabulary, and writing), while the middle and
high schools focused on mathematics.
2000-2001 Target was fifth grade reading
(specifically comprehension, vocabulary, and writing), while the middle and
high schools focused on science.
2001-2002 Target was second grade reading integrated
with science & social studies, while the middle and high schools focus on
social studies.
2002-2003 Target was kindergarten and first grade
reading integrated with science, social studies, and/or math while the
middle and high schools focused on reading/English language arts/speech
integrated with other content areas.
2004-2005 Target was fourth grade (spring 2004)
cross curriculum using backwards design concepts to address student
needs, third grade (fall 2004) cross curriculum using backwards design
concepts to address student needs along with the newly adopted Louisiana
Model Curriculum Frameworks (currently, Louisiana Comprehensive
Curriculum); middle schools focused on the science curriculum as it
addressed backwards design concepts to address student needs along with
the development of Webquests to enhance each lesson
2005-2006 Target was fifth grade, middle, and high
school social studies integrated with other content areas and World
Language with a focus on one strand from the World Language content
standards.
2006-2007 Target was first and second
grade, middle, and high school English/ Language Arts teachers inclusive
of gifted and SpEd teachers; the focus of training was on the use of
differentiated instructional strategies and technology with adaptations
from the Louisiana Comprehensive Curriculum.
2007-2008 Target was Kindergarten and fourth
grade, middle, and high school Math teachers inclusive of gifted and SpEd teachers; the focus of training
was on the use of differentiated
instructional strategies and technology with adaptations from the
Louisiana Comprehensive Curriculum.
2008-2009 Target is third
grade, middle, and high school Science teachers inclusive of gifted and SpEd teachers; the focus of training
is on the use of differentiated
instructional strategies (with a focus on tiered learning centers) and technology with adaptations from the
Louisiana Comprehensive Curriculum.
Each teacher participant will receive/received an Internet-ready,
multimedia-capable computer with Microsoft Office Suite, an inkjet
printer, and software (Inspiration, Kidspiration, or InspireData). Depending on funding for that fiscal year, in some cases, teachers
received a digital camera or scanner. Technology integration training,
utilizing instructional models that support Louisiana standards and
benchmarks, is/was conducted during the school day, with substitutes provided by
the project funds. The project coordinators, working closely with the
targeted curriculum consultants, prepared both the hardware and software
packages that would be infused. After two full days of instruction and
planning, targeted district teachers returned for a session where original
units of study were presented to teacher peers, school administrators, and
curriculum consultants.
This 2008-2009 project, was
funded jointly by funds supported from federal (Enhancing Education Through Technology, Title II, Title V),
and district funds. All teachers participated in three
full face-to-face days of technology integration training utilizing
instructional models that support the Louisiana Comprehensive Curriculum. An
online component, using Blackboard software, supported the training
initiative during the three face-to-face sessions. Participants were
required to develop a collection of differentiated instructional
technology-rich activities, which enhanced the curriculum in the designated grade
levels and are shared by teachers throughout the system.
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