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Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers, plus access to digital cameras, remote-response systems, and other tools. And while the gadgets are impressive, they aren't the whole story.

Now, the staff sustain their progress through several strategies. Collaborative Conference is a biweekly meeting of each grade-level team with Forest Lake's tech-integration triumvirate: Scullion, Williams, and library-media specialist Lizzie Padget. Teams use these meetings to address problems and plan their study units, brainstorming ideas for the pre-unit assessment, technology components, and hands-on experiences. Williams also serves as a real-time tech supporter, available to fight fires, coach teachers individually, or stand by in their classrooms while they try something new. Monthly staff meetings are another essential venue for ongoing training. Scullion, Williams, and Padget often ask teachers to showcase the innovations that are working in their classrooms. Lowe, for instance, is the first to experiment with blogs in second grade. Scullion intends to ask her to teach her technique at an upcoming meeting. "Innovations seem more attainable if you see people next door doing them," she explains.

What do you get when you connect elementary students from New York and Singapore with the single focus of books? You get the Global Book Club (GBC), a Shelfari group organized by George Haines. GBC currently stands at 76 members of students and teachers from different classes from the Diocese of Rockville Centre and Singapore American School. Each week students login to their Shelfari group and have discussions about a variety of books which are self-selected by the students. The discussions are started by the students about books they’ve recently read, and if other students have read the same book, they chime in to the thread with their two cents worth. Here are some examples: Students love adding books to their shelves and sharing what they thought of each book. Knowing that they have a real, genuine audience truly motivates them to write more detailed reviews and improve their spelling, grammar and word choice. Being that this project also emphasizes discussions, we encourage the students to ask questions and keep the conversations going. Students also discovered some new books they probably wouldn’t have ever found, after reading some reviews written by other students. This entry was posted on Tuesday, April 6th, 2010 at 9:21 am and is filed under collaboration. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.