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Layers of Learning Communities: Orchestrating a Districtwide Technology Implementation. The Central Office Internal Facilitator's Role in Implementation of an Integrated Learning System
PROCEEDINGS

American Educational Research Association Annual Meeting,

Abstract

The integrated learning system (ILS) was developed as a technology application that provides a teacher-proof, self-sufficient curriculum. However, there has been increased recognition of the need for teacher involvement in the implementation process and greater integration with existing curricula. The Colonial School District of Plymouth Meeting (Pennsylvania) planned for effective educational change through the implementation of an ILS. At the time of the report, implementation included 328 student stations in 89 elementary school classrooms in 5 building networks. The Integrated Language Arts software convinced teachers that the ILS would be a valuable addition to the classroom, yet teachers were not willing to create a subject that required students to visit a specialist to study computers. The implementation process was facilitated through the use of leadership teams at the building and district levels, but the role of the central office was critical in establishing the conditions for successful long-term implementation. Both financial and moral support were generated by the central office, but the success of the program required the commitment of each school's administration and teachers. (Contains 13 references.) (SLD)

Citation

Graham, C.D. (1995). Layers of Learning Communities: Orchestrating a Districtwide Technology Implementation. The Central Office Internal Facilitator's Role in Implementation of an Integrated Learning System. Presented at American Educational Research Association Annual Meeting 1995. Retrieved November 21, 2019 from .

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