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in Glen Cove has led to positive collegial conversations,
technology use that supports our philosophy of instruction,
effective use of funding dollars, increased test and mastery
scores, and increased interest in learning.
employment, including one full year
dedicated to integrating technology
into instruction.
New teachers spend that year with
their teacher cohort learning about
multiple forms of technology, including interactive whiteboards, computer
response pads, video and film production equipment, and Web 2.0 tools. At
the end of each professional development session, they must identify a
technology’s use in their particular
subjects or grade levels as well as a
plan for using it, with an emphasis on
how to promote creativity, innovation,
critical thinking, and problem-solving
skills while attaining a deep understanding of content.
The New Glen Cove
In three years, Glen Cove’s turnaround
has been nothing short of miraculous.
Despite budget limitations, our middle school is home to a new TV studio
(a sister station to the studio already
in place at the high school), and our
high school gained an Internet radio
station. Both the middle and high
schools have two digital language labs.
In addition to the new computers in
every classroom, lab, and library, we
have installed interactive whiteboards
and projectors, digital document cameras, clickers, computer-on-wheels
(COW) laptop stations, and mini-PCs
district-wide. The middle school music program uses MIDI synthesizers,
and many teachers integrate digital
still and video cameras into classroom
work.
Students use a Moodle system to
discuss content, often late into the
evening hours. And students and
teachers can use our videoconferenc-ing equipment to connect with peers
in China, New Zealand, Brazil, and
elsewhere.
The upgrades don’t stop at the
classroom. Administrative improvements include a new intranet and an
IP phone system, including access to
an e-911 service. We’ve also wired the
middle and high schools with digital
security cameras that we can check
(with a password) over the Internet,
and we installed a community emergency notification system. We even
live-stream district events over our
website, which has been completely
redesigned.
Model District
The results speak for themselves. Our
state assessment scores in grades 3–8
have increased dramatically. English
language arts scores have risen by
9–29% across the district, and math
scores have risen 12–41%. Attendance
is up. Passing and mastery rates are
up. Suspensions are down. Graduation
rates and college acceptances are up.
Glen Cove School District has become the model for the use of classroom technology in Nassau County,
New York. Officials from outside districts now consult with Glen Cove officials to implement measures similar
to the ones we have put in place.
But to me, the most heartening
results are in the classroom. As the
assistant superintendent, I visit every
school weekly to spend time with the
administrators, teachers, and children.
Teacher morale and interest has shown
a steady and, in some cases, steep in-
crease. One teacher of 13 years told
me, “I feel like a kid in a candy shop.
My students are so excited!” And I
know it’s true, as at least a dozen stu-
dents have personally thanked me for
the technology in their classrooms.
Shari L. Camhi, EdD, is the
assistant superintendent for
curriculum, instruction, and
technology for the Glen Cove
City School District in Glen
Cove, New York. She has
spoken at conferences around
the United States, published numerous articles,
and received several awards, including the 2009
Sylvia Charp Award.
