TICG 10

Technology Innovation Challenge Grant OPEN EYES Project Consortium Partners Local Education Agency (LEA): Coronado Unified School District, Coronado, CA State Education Agencies (SEA): California Department of Education Private Sector Partners: Apple Computer Black Mountain Productions Siemens Communication University Partners: California State University, Monterey Bay Maryland Institute College of Art (MICA) Other Distance Learning Participants: McDonogh School, McDonogh, MD San Juan Unified School District, Carmichael, CA Grantwriter: Thomas Mark Powers President, Black Mountain Productions, Charlotte, NC

Table of Contents TITLE PAGE I Table of Contents II OPEN EYES: Interactive Distance Education Project III Abstract 1 Narrative Budgets and Financial Reports APPENDIX A-1 A SUPPORT MATERIALS

ABSTRACT: The OPEN EYES Black Mountain Consortium Project addresses the following needs: 1) To assess teacher proficiency in using technology for education; 2) to develop and implement new approaches to curriculum and instruction using various forms of technology; 3) to advance teachers in their abilities effectively to employ technology; 4) and to prepare teachers as leaders in the integration of technology and significant educational practice. Such practice draws upon current research to incorporate technology in project-based instruction, while employing \"multiple intelligence\" theory to accommodate the needs of diverse learners. Innovative use of distance education and other communication technologies supports implementation of instructional units during the school year and dissemination is facilitated as participating schools serve their districts as training sites for integrating technology in education. In these ways the project provides equity and excellence in education to all students, but particularly to those in disadvantaged rural areas. Objectives To foster collaboration among teachers, administrators and university faculty in formulating and implementing effective models for integrating technology in education. To implement consortium-wide teacher assessment in technology proficiency, leading to universal advancement in the significant use of technology in education. To create a library available on-line at the OPEN EYES web site, in CD-ROM, paper and videotape containing diverse models of project-based learning using computers, interactive media and distance-learning networks. To prepare teacher leaders and establish district centers for training in technology applications. To develop replicable pre- and in-service programs for infusion of technology in education. Strategies 1) Develop an on-line Technology Proficiency Rubric to be used by teachers to assess their proficiency in the use of technology in curriculum and instruction. 2) Provide Technology Leadership Institutes to prepare teachers at different levels of proficiency to implement project-based curricula using appropriate technology. 3) Create \"Professional Development in Technology Schools\" for each district, staffed by institute-trained lead teachers to support and direct district-wide application of technology.

1 Narrative Problem Statement The 1999 Technology Innovation Challenge Grant has articulated three important challenges to education at the dawn of the 21st century. These include: to fulfill the promise of computers in the classroom, to bridge the technology and educational gap between \"have\" and \"have-not schools\" and to advance the abilities of teachers to use technology through pre-and in-service training with technology. Underlying these important challenges is, of course, the more essential concern: to prepare teachers to use technology as an integral part of significant educational experiences and so help fulfill the positive potentials in every student. California continues to face these challenges in what often appears to be an uphill battle. Despite significant effort and genuine progress over the past decades, California remains near the bottom, nationwide, in numerous categories: availability of educational resources, quality of facilities, conditions of families, student readiness and student achievement, to name just a few. For example, in the third grade, the State's pupils rank slightly ahead of the national average in reading and writing and they are way ahead in math. By the twelfth grade, they rank well below national norms in reading and writing and slightly below in math. Equity in California is also a problem. How can a disadvantaged or rural California school ever hope to equal the academic excellence of a model school like Coronado High School (our LEA sponsor)? The answer lies in technology and the access to model schools and the innovative educational curricula it provides. The OPEN EYES Black Mountain Consortium proposal utilizes existing and emerging technologies to meet the needs of teachers and students throughout a two-state area while developing models of technology-infused instruction and technology-based professional development that can be replicated nationwide. In this proposal we first review the project goal, objectives and strategies, as well as our approach to technology in teaching and teacher education. We then discuss basic premises underlying the project and

2 our expectations for long-term significance. Lastly, we list project participants and provide a timeline for implementation. Goal In light of the challenges outlined above, the overarching goal of this project is to enhance the education of all students in California by preparing teachers to provide effective, significant and comprehensive educational experiences through the appropriate integration of diverse forms of technology, including computers, communication and information networks and distance education. This goal supports the National Goal that states; \"all students will leave grades 4, 8 and 12 having demonstrated competencies over challenging subject matter\". Thus, the project aims at developing well- defined and well tested models for the successful integration of technology into the curriculum, such that learner outcomes are clearly documented and measurable. To ensure ongoing dissemination, the project further aims at preparing lead teachers and technology specialists to train others in the use of these models, as well as establishing assessable and replicable formats for professional development and pre-service education in the significant use of educational technology. Objectives To link state, district and local educational agencies in pursuit of this goal; and similarly, to foster collaboration among schools, in-service providers, university schools of education, content and curriculum specialists and private sector technology resources. To assess technology proficiency among teachers throughout California, leading to universal advancement in the significant use of technology in education. To develop and implement diverse models of project-based, technology-infused learning based on state and national standards and to create a library of models available on-line, on CD-ROM, in print and on video tape to teachers throughout the region and nationwide. To prepare teacher leaders and district centers for training in technology applications.

3 To establish replicable, assessable programs for pre-service and professional development to support the infusion of technology and uses of distance-learning networks in education. Key Features Strategies for the integration of these technologies in education include the development of an online Technology' Proficiency Rubric (TPR) to provide needs assessment in the use of technology; yearly Technology Leadership Institutes (TPI) for pre-service education and professional development to address the needs indicated in the TPR; and the establishment of Professional Development in Technology Schools (PDTS) in each participating school district. These features are described in greater length below: Technology Proficiency Rubric (TPR): The TPR is an on-line questionnaire, based on State and ISTE technology standards, which will determine teachers' proficiency in the significant application of technology in classroom teaching as well as their attitudes about technology. Once instituted, the TPR will provide teachers with personal profiles of their ability in various aspects of technology. It will also provide districts with data about general levels of use as well as about particular deficiencies that need to be addressed. The TPR will be developed during the first half-year of the project by participating school districts with the support of university faculty. It will then be refined and piloted during the June 1999, Technology Leadership Institute (see below). TPR features include: • District-wide results from TPR's will help determine presentations and workshops at subsequent Technology Leadership Institutes. • The TPR will establish baseline proficiency for participating teachers and university faculty to help planners group participants in training sessions according to needs. • The TPR will be used periodically during the life of the grant to assess teacher development in use and appreciation of technology.

4 • Along with portfolios of student work and other forms of documentation, TPR findings will be used to evaluate overall effectiveness of the project annually. It will also complement other forms of program evaluation procedures at the completion of the grant. Professional Development Technology Schools (PDTS): Schools in the Black Mountain Consortium districts that participate extensively in the OPEN EYES Black Mountain Consortium Project may become Professional Development Technology Schools serving as district centers for professional development in the uses of technology in curriculum and instruction. Characteristics of the PDTS are as follows: • PDTS' will be staffed by Technology Leadership Institute-trained lead teachers and technology specialists who will support and direct district-wide application of technology in education. • PDTS' will serve as lead institutions, modeling innovative and effective uses of technology and providing on-site professional development for other schools in the district. • PDTS' will collaborate with California State University, Monterey Bay (CSUMB), serving as student teaching sites and otherwise contributing to pre-service teacher education. • The PDTS model will be available for replication by other participating school districts. Technology Leadership Institutes (TLI): Based on data derived from the TPR, Technology Leadership Institutes will be planned to provide professional development for school-based teams (media specialists, teachers and administrators) as well as student teaching triads (student teachers, mentor teachers and university faculty). TLI is modeled after the highly successful Curriculum Leadership Institutes currently employed in Maryland and other states to prepare teachers as curricular leaders in various content areas. TLI are designed around the following premises: • To create and sustain change professional development is an on-going, continuous process. • Professional development should be based on real needs of the participants.

5 • To create and sustain change, professional development opportunities must include all levels of the learning community: administrator, college professor, schoolteacher, parents, etc. Participation: Sixty participants will attend each TLI. University faculty will receive stipends of $ 1000. Teachers, administrators, media specialists will receive stipends of $ 1000 and six graduate credits per year. Credits will be divided as follows: August Institute: 2 credits; June Institute: 2 credits; school year implementation: 2 credits. Teachers are expected to participate for a minimum of two years to encourage advancement in their proficiency with and applications of technologies. During the first and second full year institutes (December 1999-June 2000 and August 2000-June 2001), participation will be limited primarily by participants from original consortium schools and school districts in California and Maryland. During these institutes’ technology-infused curricular models will be developed and refined and participants will become increasingly confident with various forms of technology. Moreover, teacher cohorts will be trained in the OPEN EYES approach to distance-learning and will gain experience using distance-learning collaboratively. The third and fourth full years (August 2001-June 2002 and August 2002-June 2003) will involve an expansion of the distance-learning network to include all districts in the Black Mountain Consortium. (See consortium partner list at the end of this report). Once collaborative networks are established, at least in California, they will be sustained beyond the life of the grant by state Department of Education support. Summer programs: Summer sessions of the TLI's will be held at California State University, Monterey Bay or at participating school sites. They will consist of a planning session in August where teachers will prepare lessons or units to be taught during the school year and a follow up session in June where teachers will evaluate their projects, learn about new technologies and share results. Day's events in summer institutes will be typically structured as follows:

6 A.M. Curriculum and Assessment: Morning speakers will address educational topics central to project-based learning and assessment. These plenary sessions will be followed by curriculum development workshops led by presenters or master teachers in which institute participants will work with teams, either site-based or across sites, to share materials and otherwise collaborate on the delivery and assessment of team-generated lessons. They will integrate various forms of technology (hardware, software, etc.). Model lessons generated will meet national and state curriculum standards for subject areas and technology. P.M. Technology in Education: Plenary sessions will introduce new forms of technology as applicable to educational issues or concerns. Following this, afternoon sessions will group teachers according to levels of proficiency, interests and/or needs, for training in the use of specific technologies. Training will also be provided for participants on the delivery of interactive education over distance-learning technologies. Evenings: Cultural/social activities, special presentations or free time. Teachers and student teachers will be expected to bring in units or lessons to work on, share and refine together. Units which are developed to be shared may include, but are not limited to, the following: single lessons to be taught at different sites (e.g., science classes from several schools do water samples from their respective areas and share results through internet or distance-learning networks); different lessons around the same topic (e.g., different types of soil erosion are studied through experiment and observation at different sites, with comparisons done on similarities and differences); common theme approached from different disciplinary perspectives (e.g., environmental concerns explored through language arts, mathematics, music, science, social studies, visual art, etc., with presentations to bring out the depth and richness of the subject as revealed through various \"lenses\"). Development of these units will be supported by master teachers, workshop leaders and university faculty. The latter will also draw on these lessons as exemplary or illustrative material to be presented in teacher education classes. School Year Involvement: The peer interaction around teacher-generated units of study, which begins at the workshops, will be sustained during the school year through the aid of interactive technology (distance- learning classrooms, e-mail, communication through the WWW at the OPEN EYES web site which includes chat rooms, bulletin boards, class web pages) as well as occasional on-site visits and release day meetings.

7 Teachers will also interact in the implementation of these educational units with CSUMB faculty and others who will provide support and resources. Similarly, CSUMB faculty will benefit by drawing upon these teacher-generated educational units, which can be directly applied in the instruction of pre-service courses. To sum up, TLI features include: Nationally recognized speakers will address topics related to project-based curriculum. Technology experts will help teachers master increasingly sophisticated forms of technology based on their level of proficiency, their interests and their needs. Master teachers will give demonstrations and workshops on technology-infused curriculum. Training will be provided in teaching strategies via distance-learning technology. Units piloted during the school year, supported by peer collaboration and university faculty guidance via on-line and distance-learning networks. University faculty will incorporate model units into pre-service teacher education courses. Participants reaching \"refinement level\" will become lead teachers in future institutes and will have responsibility for dissemination of project models in the PDTS as outlined above. Expansion of the Consortium During the life of the grant, the project is committed to expand to include rural districts. These districts include large disadvantaged populations and schools that are limited in access to technology and other resources. Through the addition of distance-learning classrooms, involvement in Technology Leadership Institutes and the development of Technology Development Schools in each district, this project promises great success in providing educational equity to these rural districts and contribute significantly to the improvement of education throughout the region.

8 Procedures for Program Evaluation As noted above, program evaluation is built into the project from its outset through the general use of the Technology Proficiency Rubric. This assessment mechanism can provide data about single individuals, specific groups of teachers and all participants. Taken at the beginning of the series of institutes, the TPR establishes a baseline of information about teacher abilities and attitudes. Re-taken periodically by participating teachers, it will provide immediate feedback about changes, positive or negative. This data can then be drawn upon in modifying general project activities or addressing specific needs. Taken at the end of the grant, it will document both general and individual growth, while indicating future needs. The TPR will be complemented in annual, as well as summative, evaluations by performance assessments, including such things as portfolios, presentations and peer teaching lessons. Portfolios will include samples of the teacher's own work done in TLI workshops and examples of his or her students' work once the activity is implemented in the classroom. Because attitude is so important to any person's involvement in technology, these types of questions are included in the TPR. Additionally, teachers will keep journals that may be reviewed periodically. Equally important will be \"portfolio interviews\": discussions with participants about their work and what it means to them. Qualitative data derived from these activities will complement the quantitative data provided by the TPR to give a rounded and more comprehensive picture of individuals, as well as the program as a whole. Lastly, the project will benefit from regular visits from state level project evaluation teams. Program evaluation should address the following criteria: Advancement of all teachers' levels of proficiency based on TPR results. Evidence of increasingly positive attitude toward technology on rubrics and also as revealed by independent use of technology in instruction. Overall quality of educational units developed by teachers as evident in student work.

9 Student data: test scores, interest and attitude inventories, attendance, drop out rate, movement of students out of the lower quadrille on standardized measures of achievement; also documentation of successful dissemination efforts through PDTS network. Innovative Uses of Technology As suggested above, technology serves this project in at least three ways: First, it provides unprecedented access to information, allowing students and teachers to pursue independent research through the Internet, the WWW and CD-ROM data bases. Teachers will use these resources during the TLI to gather information when creating the lessons and when assessing their technology proficiency using the TPR. Students will use these resources to complete assignments that come out of the lesson. Second, technology provides vehicles for self-directed, as well as cooperative, learning with applications for problem solving, data analysis, the representation of knowledge in various formats and presentation of results graphically, in written form, through multimedia, etc. Through these means, teachers will create materials for their students and colleagues. Students will be using these to create presentation materials as well. Third, technology provides means by which knowledge can be shared through the development of networks; uniting teachers with teachers, students with students and both teachers and students with experts in the chosen field of study. Vehicles to allow such communication include e-mail, the WWW, bulletin boards, chat rooms and shared web space. In this regard, OPEN EYES will be developing its own web site. The web site will provide a means of continued support for those involved in the project through the use of web -based distance education software. The interactive web site will be used by: (1) TLI participating teachers for continued professional development through the school year. (2) Students to collect, share and display data relating to the lessons and units developed by the TLI participating teachers. (3) PDTS administrators to assess teacher technology proficiency by using the TPR and for them to download model lesson and unit plans produced by the project.

Thomas Mark Powers - Personal Statement In 1994, I collaborated with Harvard Project Zero to create the OPEN EYES Project. It is a Harvard-based Multiple Intelligence/Arts curriculum and is inspired by the pedagogical philosophy of Josef Albers that he developed at the Bauhaus and Black Mountain College. The OPEN EYES Project is a consortium of educators and artists dedicated to creating a “level playing field” for all our children. I have dedicated my life to helping “gifted” disadvantaged children realize their full potential. This can only be accomplished through education. For too many decades, children in rural areas or those who are socially or economically disadvantaged have been deprived of this right and opportunity. My OPEN EYES Project is an innovative program which reveals and removes the hidden barriers to fairness in the classroom and will provide all children with this opportunity, regardless of economics, geographic or social strata. OPEN EYES offered an excellent multicultural approach for tearing down prejudicial barriers and creating an interactive dialogue between ethnic factions throughout California and the Nation. We accomplished this through the Internet, video conferencing and multi-media presentations. Many of our OPEN EYES consortium member schools were predominately Asian, African American, Hispanic, and Native American. In 1996, I had the privilege to teach in one of the first global classrooms. My class in Los Angeles was simultaneously linked, via fiber-optics, with students in London, Jerusalem and Pittsburg. The interaction between the students was incredible. For many students, it was an eye-opening experience. Based in the Arts, OPEN EYES appreciates and values cultural diversity above all else and does not discriminate because of gender, race, national origin, color, disability or age. Respectfully, Thomas Mark Powers When power leads man towards arrogance, poetry reminds him of his limitations. When power narrows the areas of man’s concern, poetry reminds him of the richness and diversity of his existence. When power corrupts, poetry cleanses. For art establishes the basic human truths which must serve as the touchstones of our judgment. The artist becomes the last champion of the individual mind and sensibility against an intrusive society and officious state. John F. Kennedy’s Address to Amherst College, October 1963.





10 Beyond these conventional applications of technology, however, OPEN EYES hopes to fulfill the promise of technology in the classroom through an innovative approach to pre- and in-service professional development using distance-learning. Like computers in the classroom, distance-learning technology is another modern \"miracle\" that has been disturbingly under-utilized. Indeed, the most familiar usage of distance-learning seems antithetical to current learning theory, substituting a televised teacher for a live one and limiting pedagogy to lecture and repetition in place of interactive engagement. The OPEN EYES approach, by contrast, takes advantage of both computers and distance-learning technology to foster experiential education and \"teaching for understanding\". At the same time, it provides never before possible opportunities for professional development in the classroom and opens new avenues for educational research. To actualize these potentials, this project intends both to prepare teachers to use technology more effectively and to help member schools and districts achieve equity in their access to technology. This is possible through access to existing distance-learning networks including California State University, Monterey Bay Distance and On-Line Learning (DOLL), which links CSUMB with California schools. To fully utilize these networks, the grant application includes funds to equip or upgrade distance- learning classrooms in participating schools and at CSUMB, thereby enabling all participants to become full partners in the distance-learning exchanges outlined below: The OPEN EYES Model Picture a master teacher outlining for her students an exciting and challenging research problem in science, in social studies or in art. The project is open-ended; there are many possible solutions and many ways to go about the research. The students will need to use the computers in the classroom to search the web for information. They will have to go into the field to collect empirical data and to work cooperatively in organizing and comparing this data; then to present their findings in a professional and convincing manner, displaying their findings through visual, as well as verbal means, arguing for its validity and comparing differing points of view and different solutions.

11 This may simply sound like good teaching, which could be happening in many schools across the country. What makes this example distinctive, however, is that the same project mentioned above will be happening at many schools across the country simultaneously. In fact, through distance-learning technology, the master teacher's lesson will be broadcast into several classrooms at once, some classrooms which are rich in materials and resources, others where these may be lacking: classrooms in rural areas, in the suburbs and in urban centers. In each of these classrooms, teachers will pick up the lesson with their students and explore one of its possible permutations based on their unique perspective, their students' interests, etc. Because the problem is \"authentic\" and open-ended, teachers and students in different schools may find new or surprising ways to approach it. This also allows teachers in different sites to bring their own particular strengths to bare on the issue and so open up the learning, increasing both its breadth and depth. On a regular basis, students in these classrooms will communicate with students in other classrooms to share their findings, ask questions and compare notes. Teachers may also take the opportunity to share their concerns and their discoveries with one another, thereby breaking down the isolation of the classroom and fostering, in a natural way, professional development. Then, at given intervals, students and teachers in these classrooms will report back to one another through the distance-learning network to share what they have discovered, to discuss common problems and to consider next steps. Together, teachers will establish evaluation rubrics. Projects will be evaluated through performance and portfolio assessment approaches, as well as by quantifiable methods. Not only does this kind of interaction make learning exciting, it provides students with broader exposure to knowledge and stimulates them and their teachers to do their best work. As one report explains, The DL classroom, in most schools, is regarded as a special place by many students and consequently being a student in that room can make kids feel \"important \". Students are exposed not only to new subject matter, but also to new students, new teachers and other adults...they would not otherwise \"meet \". The fact that students feel other teachers and professionals are paying attention to them and care about their opinions is important (Grimaldi et al, 1994-1995)

12 Equally important, involvement with distance-learning can help prepare students to face the interactive, collaborative, technologically driven workplace of the future. But much of the impact, for students as well as for teachers, depends on how distance-learning is provided. Rather than replacing teachers with technology (whether computers or television monitors), this project uses these technologies to support teachers and encourage them to achieve excellence. Professional development in this model also occurs in a \"natural\" manner, with teachers sharing with one another, experienced teachers sharing with novices or with those who are not so familiar with the lesson or subject matter. To summarize: characteristics of this approach include the following: Teachers cohort groups (or student-teaching triads) work together to plan a curriculum unit, guided by university faculty, educational researchers and experts in technology. Lead, or master, teachers will deliver the lesson via the distance-learning network as well as providing materials to cohort teachers through computer networks, internet, fax or mail. Cohort teachers and their students will pursue the lesson in their own ways, while keeping in contact with one another through various forms of technology. Findings will be shared both in process and at the conclusion of the project. Teachers (or student-teacher triads) work together to assess results and consider next steps. Potential for Long-Term Impact Potential long-term impact for the project is multi-dimensional. On a personal level, it will prepare participating teachers to be life-long learners in the significant use of technology and instruction. More broadly, it establishes these teachers as leaders and trainers, helping to disseminate effective models of instruction throughout their schools and their districts. Moreover, participating districts will serve neighboring districts by providing access to rubrics for self-assessment in technology proficiency, on-line library of technology-infused project-based curricula, as well as replicable models for pre-service and professional development in technology.

13 Participation in the project by the California Department of Education will ensure that models of effective technology-infused instruction, as well as successful approaches to professional development derived from the project, will be available for replication throughout the two states. Lastly, the partnership forged through the distance-learning network uniting California schools with those in Maryland will help disseminate the models and approaches developed in this project, nationwide. Involvement in the project by CSUMB further supports the long-term impact of the project as both pre-service teacher education students and returning professional teachers will benefit from the model lessons formulated by participating teachers and innovative applications of distance-learning and other forms of technology piloted or refined during the course of the project. Equally, important long-term impact will be insured by the cementing of established links around the uses of technology between CSUMB and Professional Development Schools throughout the Black Mountain Consortium. These distance-learning links are especially important in expanding the network into rural and disadvantaged areas, many of which include participating schools or abut participating school districts. Distance-learning is also valuable in providing all students with exposure to life in different parts of the country. Potential Benefits Among the potential benefits of this project are the cultivation of excellence in education, empowerment of teachers and students and the development of equity among schools which still maintain their own unique qualities and diverse student populations. EXCELLENCE: The OPEN EYES model exemplifies excellence in education through a problem-based approach to teaching and curriculum. Moreover, in the collaboration among schools afforded by distance- learning and other communication technologies, students and teachers are challenged to raise their standards in the encounter with schools operating at a higher level, while at the same time learning from those teachers and schools what it takes to achieve a higher standard. In this way, the model fosters the expansion of excellence-making exemplary educational approaches accessible to teachers and students across a state or a nation.

14 EMPOWERMENT: At the same time, the OPEN EYES model empowers teachers by recognizing their areas of expertise, while providing for teacher development in which experts in one area can share their best work with other teachers across districts or across the country. It also empowers learners in that students in different locations are encouraged by their teachers to find their own understanding of the problem at hand and to share it with others. Properly handled, it \"levels the playing field\" insofar as different perspectives on a problem are appreciated, thus broadening and deepening everyone's understanding of the topic at hand. Creativity and academic acumen are encouraged both by the open-endedness of the project and because of its presentational requirements. Most importantly students are engaged in sharing, breaking down barriers that often separate children and schools one from another. EQUITY IN DIVERSITY: The OPEN EYES project has the potential to bring greater equity to education by enabling teachers, districts and states to share their areas of expertise. However, equity should not be confused with standardization. Curriculum for the OPEN EYES project will be based on teacher-generated units rather than a standardized course of study generated by a district or university. It is also important that teachers and their curricular units be responsive to the diverse and changing needs of their individual classrooms. Thus, projects should evolve over time and as used in different settings. Implications for Professional Development and Research The OPEN EYES model has implications for both pre- and in- service professional development as well as for educational research and product development. Pre-service education: For pre-service teacher education, broadcasts of master lessons can be made available to teacher education faculty to use in their curricula as exemplifications of this innovative approach to teaching and technology. Beyond simply learning about such approaches, however, education students in these classes can actively participate in the learning experiences and share results just as the young people in the observed classrooms are doing. In more advanced education classes, students in different institutions can actually work on the projects as they are being broadcast. In this way, colleges of education can take advantage of the work of excellent classroom teachers and excellent classroom teachers can participate with

15 university faculty in the education of teachers. The immediacy of this engagement keeps education classes up- to-date and provides, if vicariously, exposure to a diversity of classroom settings. In-service education: Districts using the OPEN EYES model can engage master-teachers in various disciplines to lead lessons broadcast to other teachers in the districts. These broadcasts will be proceeded by planning sessions and accompanied by regular meetings in person, on-line, etc. Teachers in cohort groups should be encouraged to take turns developing and presenting units so that each one can share their area of expertise with the others. This model may also be used cost-effectively to provide professional development for first year or relatively inexperienced teachers. In such cases, these teachers will follow units presented by master teachers and will meet regularly with these teachers to monitor progress, raise questions and be evaluated. Districts may also use these technologies to monitor instruction and to encourage innovation. Educational research and product development: As well as fostering educational excellence, this model of distance-learning facilitates educational research by offering a diversity of sites for testing curriculum and assessing student learning outcomes. Additional areas for assessment will be in areas of teacher development and professional satisfaction. It is assumed, for example, that teachers as well as their students find project- based units and collaborative approaches to learning to be more compelling and rejuvenating. This assumption may be tested and documented in several settings at once using the networked teachers and the OPEN EYES technology. Additional areas of research will be in developing and testing different forms of hardware and software in a range of different classrooms. Guiding Principles The OPEN EYES approach is guided by the following principles, which concur with the U.S. Department of Education's Mission and Principles of Professional Development (1) Teachers as Leaders: Following the CSUMB University model of \"Teacher as Leader,\" the OPEN EYES Black Mountain Consortium Project will prepare teachers to be leaders in the integration of technology and significant educational practice. Educational units are thus teacher generated, with input from university faculty, technology experts and content area specialists. Master teachers, working in partnership

16 with university faculty, also take a primary role in professional development and contribute to pre-service teacher education. (2) Philosophy Driven Education: Technological applications to education should be grounded in a coherent and proven educational philosophy. The philosophy guiding the OPEN EYES project draws on long established \"best practices\" as well as contemporary educational research to emphasize the importance of experiential learning (Dewey, 1916, 1938) and \"teaching for understanding\" (Perkins, 1993). The OPEN EYES philosophy also takes into account the theory of multiple intelligence (Gardner, 1983, 1991) in which education incorporates a broad range of subject matter and approaches (academics, the arts and the personal domains) to accommodate a diversity of learners as well as the many dimensions of each individual. This theory seems most appropriate for education in a democratic society, especially one that is becoming increasingly heterogeneous. Not only does MI theory accommodate the many different academic strengths that students with different backgrounds and proclivities bring to the classroom, it acknowledges important \"non-academic\" capacities that are increasingly recognized as being equally important to success in life. Among these are experience in the arts as well as development of the personal intelligences, relating to social interaction and self-knowledge. Neglect of these areas not only excludes many students, but also denies all students the opportunity to develop fully as human beings. (3) Student centered learning: MI theory as well as other contemporary educational research recognizes that all students have different capacities, learning styles and forms of intelligence. These must be addressed if we are to ensure that all students achieve their full and unique potentials. Though always a feature of good education, individuated learning has become urgently necessary today due to our increasingly multi- cultural society and the constantly changing shape of technology, business and industry. The models of interactive teaching in this project explicitly address individual needs of students while also developing the skills needed for careers in the 21st century. OPEN EYES further take a \"constructivist\" view of learning in which students are provided opportunities to \"construct\" their own understanding of subject matter through active and experiential engagement. Since its articulation by Dewey, Piaget, Vygotsky and others early in this century, the potential of constructivist learning has been widely demonstrated in many

17 areas of the curriculum. It has particular promise for students from minority and ESL backgrounds through its emphasis on active engagement as opposed to passive absorption of information. More importantly, the constructivist approach allows all students to pursue understanding through participation in \"authentic\" learning experiences, those which are characterized by open-ended problems similar to ones found in life outside the classroom. (4) The role of the arts: The project will apply methods of teaching and learning derived from the arts to academic subject areas. In this regard, artistic processes provide the model for project-based learning, problem solving and authentic assessment. Moreover, the arts themselves remain important to this project: as a field of knowledge, a means to develop creative and critical thinking and a way of knowing. In addition, the arts as subject matter particularly facilitate cross-disciplinary teaching and multicultural curricula. (5) Experiential pre- and in-service teacher education: CSUMB is also part of the Teacher Education Program Consortium, involving teacher education programs dedicated to the belief that teacher preparation and professional development should engage pre- and in-service teachers in the same kinds of learning experiences that they will provide for their students, (Simmons, 1996). Thus, both pre- and in-service teachers in the OPEN EYES model will be involved in experiential, multi-faceted learning, reflective practice, \"authentic assessment\", etc., while learning to apply these to teaching various subjects and grade levels. (6) The role of the teacher: Traditionally, education in general has been conceived as an information delivery system with the teacher lecturing and the students listening or doing exercises. With this view, distance- learning and computers were both seen as ways of maximizing the efficiency (and cost effectiveness) of information delivery, i.e., having one teacher lecturing to several classrooms at once or having students \"learning\" independently at computers. These methods are opposed to the educational vision outlined above. Therefore, this project requires the living presence and the active involvement of the teacher in the student's learning. Teachers also have essential roles in the development, implementation and evaluation of curriculum, working as partners with researchers and technology developers throughout the project.

18 (7) The Promise of Computers in the Classroom: Computers in the classroom can be essential tools to foster inclusionary, comprehensive and project-based learning. For example, many learning programs present knowledge in different ways: visually, orally, in written form, through activities, through questioning and so on. Others allow students to pace themselves or to follow different routes through the maze of knowledge. Another domain of promise is the vast array of accessible information through the Internet, CD-ROM, etc., that can be the object of student research that is guided by the teacher who becomes a partner in learning. Such guided learning fosters student autonomy as well as cooperative skills so necessary in the contemporary workplace. It is also most appropriate to learning in the \"information age\" where the explosion in available information overwhelms traditional approaches to pedagogy, challenging teachers to help students \"learn how to learn\". To fully utilize this potential of computers in the classrooms, teachers need to learn more than how to use the various programs and applications available and they need to understand how to integrate the hardware and software into comprehensive learning experiences. (8) A new model of distance-learning: Distance-learning shows every sign of becoming \"education's future\". Already common in universities and high schools, it is also being considered for consulting, technical training and professional development within and outside the realm of \"education\" proper. But rarely do these courses fully utilize the interactive potential of the new media. This project hopes to counter this trend by establishing a model of distance-learning that facilitates collaborative and individualized learning. (9) An extended educational dialogue: Finally, OPEN EYES views education as continuous with life and the school as continuous with the community. It, therefore, uses computers and other forms of technology to facilitate dialogue not only among teachers, but between educators and others in the community who have a stake in education: parents, business and industry, government, etc. All must have a voice, as well as a role to play, in the education of the young if society as a whole is to thrive and prosper.

19 OPEN EYES WEBSITE Objective: The site's functionality will be designed to facilitate the use of art as an educational and enriching tool for K-12 students. The OPEN EYES website will emphasize fine arts education by enabling live virtual classrooms and on-demand curriculum for both teachers and students. To achieve this goal, the project will leverage an Eduserver as an Internet resource accessible via the World-Wide-Web and live video transmission systems. Live transmission systems will enable participating experts to instruct students from diverse social-economic backgrounds. The Eduserver will enable teachers and students to store, share, and gain collaborative access to curriculum content on-demand. Additional elements will include an everchanging gallery including multiple exhibits and special events. General site areas such as mission, project description, news, discussion and contact will be included as well. Overview: The site will be designed by incorporating a hybrid of programming tools such as HTML, Flash, Shockwave, Active Server Pages and SQL along with other media file types. This site will also facilitate the use of high-quality video conferencing. These tools allow for a much higher degree of interactivity for site visitors, students and teachers alike. Upon entering the site, visitors will encounter an enticing display of fluid motion containing stills, sound and animation. Interactive functionality will be interlaced throughout the site to create a useful and exciting experience. Interactive tutorials will provide a starting point for beginners while more advanced users will be involved in collaborative projects through the many facets of communication available on the site. Participants: Black Mountain Productions has developed a Team of leaders in the fields of curriculum development and technology. Anticipated school participants include public school districts such as Coronado Unified School District (K-12 public school district in the greater San Diego County area), San Jacinto Unified School District (K-12 public school in rural southern California), Hacienda La Puente Unified School District (K-12 public school in the urban, greater Los Angeles area), San Juan Unified School District



Tom Power’s Net Day Speech: October 7, 1997 Good Morning. Black Mountain Productions would like to welcome you to our North Carolina Net Day Teleconference. We also would like to say how pleased we are to have a group of Californians join us in the Cupertino site. North Carolina began building its information highway, the NCIH, five years ago. It has since become, the finest and fastest information highway system in the world. Tomorrow, another milestone in the development of this 21st century technological system will be achieved. That being, every school in the state will be wired to the internet. North Carolina should be proud of what it has accomplished for our children. These great strides, however, make it imperative, that a new educational curriculum be developed fully and effectively to utilize this technology that is now available to teachers and students, as we leap into the 21st century. Black Mountain Productions through our Open Eyes Project, represents a consortium of educators, technologists, and artists, dedicated to that goal. The Open Eyes Project was started three years ago, inspired by my experiences as a teacher in a small rural school district in South Carolina. I saw firsthand the lack of opportunity afforded poor rural children, in what are traditionally referred to as “have-not schools”. It was there that I first began applying Howard Gardner’s Theory of Multiple Intelligences and his PROPEL approach to curriculum and assessment with truly inspiring results. It was also there that I first realized that a union of multiple intelligences with multimedia could provide educational opportunity to millions of children around the world. As important as the curriculum is, however, it will only be effective if there is a technology to support it. The foremost problem facing curriculum development for superhighways and the internet is the absence of a viable, uniform educational technology system. Black Mountain Productions is the first curriculum developer to actually produce and distribute its own technology. It is called Interchange, and it was developed exclusively for Black Mountain by Interactive Solutions Group. It

provides a complete drop-in place solution. Interchange is powerful, low maintenance, cost-efficient, equal access communication infrastructure and educational development solution. The Interchange solution preserves a prior investment in software allowing a school system to embrace the future of communications in a frictionless and economical fashion. Uniformity in educational technology is imperative to successfully training teachers to use 21st century technology. Most of our nation’s superhighways are a hodgepodge of technology. With this Rube-Goldberg type technology, it is very difficult to effectively train teachers, who graduated from college in the typewriter days to utilize such a system. To date, there is not a single solution in the educational technology industry that can deliver a completely integrated technical infrastructure for solving the problem of creating, managing, and distributing curricular content. One company makes server software, another company makes content development tools, et cetera, and each try to fit within some ever-changing, industry-wide standard. Existing products are based on compromises regarding operating systems, computer platforms, communication protocols, time-to-market, past investments, and pressure to produce an immediate return. The Interchange solution was developed with this in mind and if properly implemented, will have a dramatic impact on public education. Black Mountain has gathered together the finest educators, cognitive psychologists, and technologists in the world to create a curricula and technological support system second-to-none. However, all of this is meaningless if we forget the children. Technology, especially educational technology, is already becoming something that is beyond the reach of many have-not schools. The children most in need of these education opportunities are the ones being left out. In the Charlotte-Mecklenburg school system, for example, recent statistics show that affluent schools in the district generate on average $17.00 per student; while have-not schools generate only $4.00 per student. This statistic is important because it raises the question of, ‘How can have-not schools afford technology and the opportunity that it brings?’.

We will show today how the system developed as a result of Project Open Eyes addresses this problem. Ultimately, what we will attempt to describe this morning, is a new model of schooling. This is possible, even necessary, as a result of advances in technology linked with our evolving understanding of intelligence and learning. Traditionally, schools were places of information acquisition where teachers provided facts and figures to relatively passive students. Now, with the Internet and CD-ROMs able to provide an instant more of information than a teacher could dole out in a lifetime, schools must become more active environments designed for information, management, and application. Simultaneously, students must learn to use this information in creative ways with the help of teachers who now serve as facilitators, guides and co-learners. We at Black Mountain feel strongly that all children should be given the chance to fulfill their potential. This can only be accomplished through education. For too many decades, children in rural areas are those who are socially or economically disadvantaged have been deprived of this right and opportunity. Our project, when fully in place, will provide all children with this opportunity, regardless of economic, geographic, or social strata. What you will see today is Black Mountain Productions concept of a cost- effective, drop-in-place solution. Dr. Barry Adams, of Apple Computer will present the Open Eyes solution. We hope you are excited by the possibilities.





20 (K-12 public school in the urban, greater Sacramento area), McDonogh School (K-12 private school in urban, greater Baltimore area) and the San Francisco School of the Arts (7-12 charter school in urban, greater San Francisco area). Anticipated academic participants include world renowned arts schools such as Maryland Institute College of Art, and the North Carolina School of the Arts. Anticipated corporate participants include Siemens Enterprise Communications (world leader in system integration and communications systems) and Apple Computer (industry leader in computer graphics and educational technology). The \"System\" enables experts from fine arts institutions located anywhere in the United States to provide live instruction to students located at participating schools. Instructors at these locations will be able to see and hear the students they are teaching and assist, not only, with content but with style and approach as well. Students will receive \"broadcast quality\" video and audio and have the ability to interact live with the instructor, as well as other participating schools if desired. Students will benefit from expert instruction as well as gain exposure to environments these instructors live in. Additionally, these students will gain access to the diverse social-economic groups that they participate with, from affluent communities to rural and urban communities. Note that the \"System\" is comprised of commercially available distance-learning equipment that has been deployed successfully in several rural and urban distance-learning programs. These live \"classrooms\" will be augmented by curriculum resulting from these sessions. Video transmitted from the instructor to the students can be captured and stored on the Eduserver and made available to students and faculty via Internet connection. Eduserver curriculum content can take virtually any form, including images, live video, text and sounds. In addition to the content derived from the \"classrooms\", prepared curriculum will be developed and made available on-demand from the Eduserver. This prepared curriculum can also include pre-recorded video, images, text and sounds, as well as computer applications that may enhance the subjects being taught. The Technology Innovation Challenge Grants money will be supported by contributions from the school's own technology budgets. The more participating schools, the lower the incremental costs for each school. Many schools anticipating participation, have been selected based upon the academic excellence and need, coupled with the existing commitment to academic advancement through technology. Several schools have already, or are in the process of, developing distance-learning and on-demand systems that migrate

21 easily into the technology infrastructure needed to create a successful \"virtual learning environment\". What is needed is the funding to create the Internet site, pay for circuit costs and subsidize the equipment needed at the edge of the network. Descriptive Highlights: There will be five areas in particular that will serve as the site's main draw. These include the virtual classrooms, on-demand resources, galleries, tutorials and communication. A brief description of each area is described below. Virtual Classrooms - The \"classrooms\" are defined as locations contained within the public-school facilities with individual and remote classrooms linked together into a larger collaborative learning environment. Teaching sites are located at the institutions where the instructor teaches or maintains fellowship. The classrooms are networked together using MPEG video compression and Tl circuits established to support live video streaming. On-Demand Resources/Website - The website will be an interactive virtual location where students and faculty can access prepared curriculum content as well as share resources they have created with other participants. The site will use animation and state of the art web authoring tools to create an engaging environment and encourage participation. Faculty and students will be able to access the site through the Internet and a web browser. Tools available at the site will include curriculum resources and units of study; on-line chat and discussion groups; messaging and email style tools that enable students to easily share resources; on-line databases that enable faculty and students to \"post\" or share resources they have created; and a collaborative calendar that enables faculty to schedule live meetings and automatically control video transmission equipment. Student Gallery - This area will provide students an avenue to display their artwork with others in the network. This process will be automated to allow students the ability to update the page from any capable browser. Functionality will include the posting of a graphic, the work's title, listing of the artist's name and a brief









22 description of the work. Once a piece has been posted it will automatically be formatted and placed in a pre- determined area of the student gallery. Tutorials - Often times appreciation is developed through a discovery and understanding of the topic at hand. These tutorials will provide novices a tool set in which to begin their expressionistic journey. Those already familiar with the basics will have access to more advanced tutelage. Functionality for this area will be formatted in an interactive and animated environment. Communication - A critical element in the project, communication will serve as a catalyst for the site's mission. It will include the use of instructional video conferencing, discussion groups, chat, list-servs, email and directories. Communication will be framed inside several specific boundaries with connecting bridges built between them. Teachers, students and featured artists will have both peer-to-peer and cross-sector communication. Special events will be accommodated through perishable communications exhibits. Consortium Partners Local Educational Agency (LEA) Coronado Unified School District, Coronado, CA: It is difficult to describe in just a few paragraphs the significant role Coronado High School (CHS) and Coronado Unified School District play in the development of the OPEN EYES project. Coronado High School is already playing an important role in the development of curricula and teacher training on a State and National level. CHS is one of only seven (7) schools nationwide who have been designated as a \"New American High School\". They are also a Blue Ribbon School and a California Distinguished School. CHS's most significant accolade as it pertains to OPEN EYES is the distinction of being the principle site for the California Specialized Secondary Program emphasizing the Arts. CHS will serve as the Technology Leadership Institutes' Southern California site completing a statewide contingency of sites that can access every teacher in California. OPEN EYES, BMC is truly fortunate to have CHS as their LEA sponsor.

23 State Education Agencies (SEA) California Department of Education: The California Department of Education supports the OPEN EYES project as an important means to reach rural, disadvantaged populations. The Department will provide information on technology, staff competencies, teaching strategies and instructional resources useful in delivery of the professional development sessions and in the integration of technology into the California Standard Course of Study. It will also provide consultation on correlating the required California technology competencies to the professional development training in order that participants receive appropriate licensing credit. The California Department of Education supports the project and its continuation beyond the life of the grant by providing: (a) professional development through the Regional Training Centers in Coronado, Monterey and Sacramento, (b) participation in the development of the Technology Proficiency Rubric, linking the consortium to the California Educational Technology Plan to facilitate dissemination of model curricula, (c) replications of approaches to professional development and (d) providing access to the Data Warehouse. Private Sector Partners: Apple Computer: A leading provider of innovative technology, Apple Computer has long been committed to education reform through the incorporation of technology. In this project Apple will serve in an advisory capacity and provide guidance in the choice and uses of hardware and software. Black Mountain Productions: (BMP) and its project, OPEN EYES, was created five years ago. A partner in BellSouth's Educational Technology Project, BMP has worked primarily in developing innovative curricular approaches for the North Carolina Information Highway. Recently, they were consultants on the development of the educational component for South Carolina's Beacon Network and the ABC Technology in Education Partnership. BMP's project, OPEN EYES, is based in the Arts. Because the Carolinas rank last in the \"quality of education\", students are now exclusively taught \"how to take the test\". This leaves little time for exposure to

24 the Arts and creative learning. Therefore, BMP will move its base of operations from Charlotte, NC, to Carlsbad, CA, in September of 1999. BMP believes they will find there the emphasis on the Arts and creativity that is vital to the success of the OPEN EYES project. Siemens Communications: This telecommunication giant has formed a collaboration with Apple Computer for the specific purpose of providing OPEN EYES Black Mountain Consortium with the finest technology available for the duration of the project. This would include access to their global teleconferencing and Internet systems. As Siemens' National Education Industry Manager, Dr. Leslie Buckalew, stated at one of BMC meetings, \"You have Siemens' full support. Let us make OPEN EYES the best arts/technology project ever\". University Partners: California State University, Monterey Bay: California State University, Monterey Bay is the principle technology center for California's technological infrastructure and will serve as a coordinating link to California distance-learning sites and may provide guidance on the establishment of distance and on-line learning. CSUMB will serve as BMC's Technology Leadership Institutes' Central California site. Maryland Institute College of Art (MICA): The oldest degree granting professional college of visual arts, Maryland Institute is a resource to the McDonogh School, part of the OPEN EYES distance-learning network. Maryland Institute provides expertise in a range of graphic media applications that offer opportunities for different ways of conveying knowledge. MICA boasts a highly regarded K- 12 art education program which will work with the McDonogh School to creatively integrate new technologies into K-12 education, providing a valuable resource for arts educators and others involved in the project. Since the 1890' s MICA has had \"working arrangements\" with Johns Hopkins University and the Peabody Conservatory of Music. MICA's current \"working arrangements\" project is Midtown Academy, a charter school based in the Arts which boasts the top academic test scores in the state of Maryland.

25 Other Distance Learning Participants: McDonogh School, McDonogh, MD: One of the top private schools in the country, McDonogh School will work with Black Mountain Consortium as a distance-learning site and will contribute to the project innovative applications of electronic media in the curriculum and instruction. San Juan Unified School District, Carmichael, CA: A successful school district with a diverse population: With over a hundred different languages spoken in the schools and a significant AFDC and free or reduced lunch count, the district has taken advantage of numerous technology supported projects to help \"restructure\" educational environments and so to enable their students consistently to perform above their peers. The San Juan Unified School district will serve as a partner on the distance-learning network and so provide an important multicultural exchange for students in California. San Juan will serve as BMC's Technology Leadership Institutes' Northern California site. Project Timeline Following the guidelines of the Technology Innovation Challenge Grant prospectus (p.5), activities and purposes of the TLI's will evolve over the five-year period as follows: Year 1: After a planning period following receipt of the grant, an initial institute (December 1999) will be held for administrators and university faculty to orient them to the project, gather their input on future institutes and other activities and secure their support for participating teachers during the life of the grant. One school from each participating school district will then be chosen to be the Professional Development Technology School. From these schools, teachers, administrators and media/technology specialists will be chosen to attend the Technology Leadership Institutes. CSUMB student interns participating in the project will also be placed in these Professional Development Technology Schools. After the first year, teacher and faculty participants in the Technology Leadership Institutes will be responsible for providing professional development for other teachers in the Professional Development Technology Schools, other professors at CSUMB University and eventually for other teachers throughout the participating districts. To facilitate this professional development, teacher and faculty participants will also attend seminars on

26 professional development class design and adult learning where they will develop professional development modules based on the Technology Proficiency Rubric. The following school year, they will offer professional development seminars. Years 2-4: Subsequent institutes (August 2000 through June 2003) will consist of three phases: one-week planning sessions in August, ongoing interaction during the school year and one week follow up sessions in June. During this period, as noted earlier, the consortium will expand to include rural and disadvantaged sites throughout California. Year 5: A final institute (August 2004) will reunite administrators, faculty, lead teachers and program evaluation specialists to work on the project evaluation and plan follow-up steps. Products PDTS will provide models of effective educational applications of technology, as well as training materials derived from institutes and ongoing research, to be made available throughout the district and across the state. These materials may include model lessons available on-line, video tapes of exemplary teaching performances, training manuals, etc. The TPR will be implemented in all participating districts and eventually across the state. Institutes will serve as models of professional development in technology for replication across the state and potentially across the nation. Institutes will also produce model lesson and unit plans that can be made available to other sites through the project web site as well as through other forms of technology (software products, CD-ROM's). Annual reports will be written each year of the grant documenting procedure and evaluation of results from Technology Proficiency Rubric and performance assessments. Final evaluation will be done during Year 5. Additional material will be made available through print publications (i.e., handbooks, articles and reports).

27 Bibliography Dewey, J. Democracy and education. New York: Macmillan, 1916. Dewey, J. Education and experience. New York: Macmillan, 1938. Gardner, H. Frames of mind. New York: Basic Books, 1983. Center for Children and Technology, Distance Learning Evaluation: Final Report, 1994- 1995, New York City, New York: Clareann Grimaldi, Jan Hawkins, Pat Dyer, Babette Moeller, Julie Thompson; EDCICCT Terry Baker, Lynn Weikart, Access to Learning. Gardner, H. 1991, Multiple Intelligence: the theory in practice. New York, Basic Books National Education Goals Report, 1996. U.S. Department of Education. Perkins, D. An apple for education. Teaching and learning for understanding, Ed Press, 1993 3, 17. Simmons, S. The teacher education program consortium: A new network for professional development in experiential education. Journal of Experiential Education. 1995 18 3.