McREL's technology team brings fresh ideas and motivation to rural Nebraska
When Connie Griebel, Tech Coordinator at Sargent Public Schools in Sargent, Neb., submitted the application to participate in McREL’s Online Learning Communities (OLC) for the 2003–2004 school year, she was uncertain about what it would entail. The small rural K–12 school had 190 students enrolled that year, and many of the veteran teachers were returning to work discouraged because of cutbacks in school funding and lack of community support.
Only later, after she and 5th-grade teacher Nancy Jeffres attended the initial OLC orientation meeting at McREL in Colorado, did she realize that teachers at Sargent Schools were about to meet a new community for sharing ideas—an online learning community.
The goals of the OLC are threefold:
- Help create a collaborative network among geographically isolated schools
- Provide online professional development related to integrating technology into the classroom and using effective strategies
- Support administrators as they build an environment that fosters using technology for instruction
Following the orientation, the professional development expanded beyond this group of representatives from the seven participating schools to entire staffs. At Sargent Public Schools, all 23 members were required to attend the trainings on educational technology and effective instructional strategies that McREL consultants Howard Pitler, Elizabeth Ross Hubbell, and Kim Malenoski delivered. “At least half of the staff are enthusiastically implementing what they learned and are excited about what they’re doing,” said Griebel.
Sargent teachers are keenly aware of student test data and are concerned that vocabulary and reading scores are beginning to slip, which is even more reason for them to continue applying technology and the instructional strategies they have learned. “When this initiative officially ends in May, it won’t end for us,” said Griebel.
Jeffres, a veteran of 23 years in the classroom, also said that she will continue to use the software and Web sites that she has learned about during the RTI development. Although she had already been doing many of the recommended practices, Jeffres has amassed dozens of new ideas and tools throughout her participation in the RTI. Not only have some members of the staff benefited,” she said, “but the kids love anything that has to do with technology.”
Fresh ideas and increased use of educational technology aren’t the only benefits of the RTI. College credit is available for participating teachers, who otherwise might have to travel 80 miles to attend the nearest college.