Members The entire South Park Elementary Staff Six preservice teacher education students at South Park Elementary Sean J. Smith Flora Wyatt The principal of South Park Elementary Scope of Work On January 28 and 30, Sean Smith will conduct two half-day training on the effective use of HyperStudio. These trainings will include the six preservice teacher education students. While many technology programs are available, HyperStudio was selected by KU teacher education students and the South park faculty in order to meet K-12 students need across the K-5 environment. In early February, staff of South Park Elementary School will receive a 2.5 hour training on HyperStudio. This will be conducted by Sean Smith and Shawnee Mission Staff Development Personnel. The sessions will be organized to include up to 10 faculty members per training. We will hold as many trainings as necessary. At the conclusion of the training, eight elementary teachers will receive ongoing support from the six preservice teacher education students for 14 weeks. Preservice students will also be available to the rest of the school staff but their focus will be on the classroom teachers they work with on a daily basis. Included in this number are two special education teachers who will receive guidance from two of the six students who are also special education minors. Technology mentoring will focus on HyperStudio but also include other technology-based resources that are available in the classroom. The goal of this project is to develop technology-trained teachers. Deliverables The deliverable will include the following: An entire elementary school staff trained on one specific software program. Eight faculty members who will have received 14 weeks of intense technology training. Six preservice teacher education students who will have worked with technology and students over the course of their entire internship experience. A PDS elementary school that offer a technology-rich environment for the 2002-2003 academic year for at least six new student interns to learn about and see how technology can be used in the classroom. Timeline Preservice Teacher Education Student Training 1/28 and 1/30 Students will also have access to the laptop and the HyperStudio Program at least a month ahead of time Teachers Technology training would begin in early February 2002 Technology training for eight teachers would continue until May 1, 2002 Inaddition With the savings from the faculty summer salary and the limited stipends that we are requesting, we ask that monies be made available to purchase HyperStudio. We are requesting four multi-user packs which would allow for all students and teachers to use this program throughout the building. Each pack is an $800 investment. This would cost the grant $3200, which would be similar to the cost of the faculty member which we have waived for this project. In addition, the cohort requests the purchase of 12 external zip drive, which we price at $1300. We believe this cost is easily saved by splitting two student stipends across six students. Resources Unlike other cohorts, this proposal seeks to support a training effort in order to provide an ongoing technology-rich environment for future student interns. Because it does not fit the mold of previous requests, the resources that are being requested do not fit the traditional mold. Below, I will list traditional budgetary requests and then add the funds we seek in addition. Institutionalization/Extension Simply put...this would provide a technology-rich elementary education placement for at least six our student interns on a yearly basis. As our students continue to learn new technologies, South park Staff would continue to build upon their expertise thus enhancing the rich environment for future students. Evaluation This entire process is part of an intensive action research project coordinated by the two faculty members and the six KU students. Data will be collected before, during, and after the training. Data on use will be collected across the 14 weeks offering us a thorough understanding on technology use but also the model and whether future replication would be a wise investment on the part of LearnGen.

Learning Generation, University of Kansas, 2005.