Student Workers Applying Technology
by Sally Bryan, Technology Resource Teacher, Lemon Road ES
Fairfax County Public Schools
Samantha felt important as she sat on the floor surrounded by enthusiastic first graders. She would be the teacher who showed them how to use the newly arrived AlphaSmart keyboards. She patiently explained how to write a message in a designated file. She told them to put their fingers on home row and type their names. She reminded them to use "Shift" for an upper case letter at the beginning of their name and, with their thumbs on the space bar, to space between words. She waited while each child carefully placed their fingers and tried to accomplish their task. She felt like a real teacher as she slowly repeated the directions Ms. Baker had practiced with her. Although she was only 11 years old, Samantha was a proud and competent SWAT member. She would get used to being a teacher. As she cabled the AlphaSmart to the Macintosh, text suddenly appeared across the screen. For a second, the students were silenced in amazement. Then they all started talking and exclaiming their joy at this incredible new toy.
Computers are changing the appearance of presentations and the behaviors in our classrooms. Teachers must learn how to harness this newest and most powerful tool of learning, or be trampled by the volume of information and skill development which must follow technology's arrival. SWAT (Student Workers Applying Technology) is one highly successful means of promoting and organizing the use of technology in the classroom.
Our SWAT team began in late 1996 , after I attended a training lesson in which the concept of Student Workers Applying Technology was explained. To begin our program, students filled out applications telling why they would be good SWATs. They all indicated that they liked computers and they liked helping others. Aided by teacher recommendations, I selected two students from each classroom (2nd through 6th). SWAT members were trained as technology troubleshooters for their classrooms, helping teachers and students alike as classes adjusted to the newly acquired classroom computers. SWAT members were trained to evaluate common problems such as discovering loose cables, identifying incorrect commands, finding lost documents and replacing printer cartridges. By having the SWAT members check for solutions to problems before calling me, much frustration and loss of time was eliminated from everyone's schedule.
Our meetings were planned for lunch and recess time once a week. Although this forty-five minute schedule was not long, classroom teachers did not want to sacrifice their instructional time and thus could not afford me more time. Each week I tried to introduce a new skill or concept which the students could take back to their classroom. Although the Lab was made up mostly of donated P.C.s, Macintosh computers were in the classrooms. I concentrated on Mac related learning. I taught students how to turn on and off the computers; what to do if the computers froze, and how to repair printer problems. They learned to save documents to disks or folders, to initiate programs from desktop icons, and to retrieve student's lost work. It was not long before I started hearing stories of heroic SWAT members who had saved the day for a fellow student or teacher.
" I knew I had saved the lesson, but I couldn't find it when it was time to use it. Thank goodness Tommy was able to find it!" exclaimed one thankful teacher.
"Jenny was so patient showing our new student from Chile how to keyboard and use the computer."
During the previous year, Lemon Road had participated in the "Apples for the Students" grocery receipts savings campaign which our local grocery stores had sponsored. We were a small school and the program had not generated much response. I saw an opportunity for SWAT to change our limited participation and to create an authentic learning opportunity. We would have a contest to see which classroom could collect the most receipts. SWAT would collect, tabulate and record results on a large hallway graph outside the Computer Lab door.
SWAT members were assigned collection duties for each classroom. They arrived at the classroom to encourage collection and to gather receipts. SWAT members became visible advocates for technology, generating interest and promoting greater receipt collections to earn more computers. Technology was no longer a dusty old Apple II GS sitting silently in the corner of a room. Technology became a cause which invigorated the entire building. We wanted new computers and we were doing what we could to earn them. The activity became a SWAT propelled whole school challenge.
Older SWAT members arrived at the Computer Lab early and stayed late to calculate class receipts and to record results on class folders. Second and third grade SWAT members enjoyed coloring in the lengthening bar graphs which represented receipt totals for each class.
Each quarter new SWAT members were selected from the growing number of applications. I wanted to develop a large pool of "Experts" in each classroom. The first SWAT members came to the job well equipped with good listening skills, and with the ability to accept responsibilities and to follow through on the assigned task. They tended to be the best academically prepared students which is why teachers were willing to let them occasionally miss class time to become teachers for younger students. Skills which made them good students also made them good teachers. They were responsible and reliable.
When Techno-Expo (a local exposition of student technology projects), was announced in April, I had no difficulty filling a bus with SWAT members who wanted to act as presenters for Lemon Road's student technology projects. Students were teamed so that each SWAT member would spend one hour explaining a school project and one hour investigating the student projects presented by other schools. As I listened to our SWAT members explain our software and procedures to strangers, I was proud of how far we had advanced. They explained a Kid Pix Poetry Slideshow in which students read their original work, First Grade Student Trading Cards done on Claris, a Second/Third grade Claris Biography Slideshow including imported digital pictures, a Hyperstudio stack on Greek Mythology and a Consumer Cookie Project with Claris graphs and spreadsheets. The students were proud and happy as we drove home that day.
The first year of SWAT ended successfully. We had earned a new Power Mac, a printer and software with our grocery receipts. Most classrooms now had a good Mac computer and all classrooms had knowledgeable SWAT members. Their impact was felt throughout the building. Computer projects were hanging in the halls and all students were keyboarding, saving and retrieving work and collecting work samples for electronic portfolios. This was possible in part because of SWAT assistance. Their skill at troubleshooting and solving technical problems helped keep our equipment running and available for classroom use. Their eagerness and ability to help others established an attitude which encouraged students to be teachers, and taught teachers to ask for student help.
When we returned to school in September, SWAT applications went home in the first Tuesday packets. SWAT was recognized as valuable and necessary to our school. When asked why they wanted to join, typical responses were:
By October a routine was well established; each morning students would turn on the lab computers and collect grocery receipts, check at lunchtime to see if they could help count receipts, graph, or program computers, and turn off the lab computers at the end of the day. We set up a schedule of helpers. SWAT would program software into incoming computers. They loaded CD-ROMS, used the scanner to import pictures and imported graphics to text documents. Their knowledge was expanding.
I began to notice screen savers which were programmed to read, "Erol is cool!", "Lemon Road is great!" or "The Computer Lab is the Best!", scroll across the screens. I view these as a marking of territory. They indicated ownership and pride in the skills which had to be learned before the screens could be programmed. The messages remained on the screens until the next SWAT team replaced them. Each SWAT team was invited to train its successor in Lab operations. Of course, changing the screen saver was one of the first tricks learned. It seems a worthy experiment and a rite of passage.
SWAT and I were learning together. My job requires constant learning of new programs and new strategies of presentation. SWAT became my guinea pig. Because SWAT is small, capable and willing group, I tried out new projects on the members first. If they learned quickly, then I knew my directions were clear. If they had difficulty, then I knew I needed additional clarification. Often we learned together and they taught me needed concepts. Thus, I learned how to introduce the Quicktake camera, HyperStudio, database inquiry projects, telecommunications using e-mail and Avid Cinema.
Starting in January, the 4/5/6 multi-age teachers planned an extensive unit on Colonial America in which students would participate in colonial activities and would assume the roles of famous Americans. Dressed as their selected characters, students presented their autobiographies to the classes. SWAT helped me incorporate technology into this lesson. The speeches of famous Americans were taped and Quicktake pictures of the activities were taken. SWAT members were then invited to create Hyperstudio presentations importing these images. All students would be invited to create similar projects but I needed SWAT to attempt this project first. It worked well. My SWAT members and I could now teach others how to accomplish this project with a minimum of difficulty.
When I was invited to participate in a telecommunications project with another school, I volunteered my SWAT members once again. Several SWAT team members, who had played famous Americans, served as the characters communicating with younger students. When seven year old Kevin asked John, a.k.a George Washington, how old he was, he stated:
Dear Kevin,Don't forget that I am really George Washington. If I were still alive I would be 266 years old. I just turned 266 on February 22. I did not go to school when I was a kid. ...When I was 21, I became a surveyor and became the county surveyor of Culpeper County. I also did more surveying for Lord Fairfax. Surveying is measuring land and doing stuff that relates to that.
George
In January 1998, Lemon Road was finally wired for Internet access. Compiling inventory, assigning IP addresses, cabling and programming seemed overwhelming. I felt buried under a work load which only grew larger each day. Even with SWAT, I could not keep pace. At the same time, it was becoming more of a challenge for me to plan new lunchtime activities for SWAT because my SWAT already knew so much. I had too many other jobs to accomplish and not enough time to worry about creating new SWAT activities. I was not spending the time and effort needed to sustain SWAT activities.
At this point, teachers began recommending SWAT students who needed opportunities to develop better listening and organizational skills. One teacher mentioned to me, this was really the "seventh round choice". We had already selected the most qualified students, now we were looking for students who would benefit from the opportunity. Perhaps the challenge of responsibilities would help them develop needed student skills. For some students, especially the ESL (English as a Second Language) students who were reticent in front of others, this was an important opportunity. They could show their ability through actions, without language barriers. Other students who had trouble listening, following through on activities, or taking responsibility for tasks were given an opportunity to develop needed skills.
My initial teams had set very high standards which not all students could match. Now lunchtime meetings became times to play with new DC-ROMs. This was fun but didn't accomplish much. Sometimes I was left with a pile of CDs which I must now put away. This was not the SWAT team behavior I had grown to expect. I spoke to the students about my expectations. Most students took my comments to heart, but a few decided to drop out of SWAT. I resolved to spend more time planning learning activities and monitoring student opportunities.
Comments from my log during this period:
2/9: Sam doesn't listen. I told him that if he doesn't listen, he will not be of help to me. He is eager to learn, but not a good listener. He had difficulty with cam corder because he didn't listen to directions.
2/15 The SWAT this quarter are not as dedicated as past SWATs.... Maybe my lack of attention makes their position less important.
2/17: I don't feel I have time to devote to SWAT. SWAT seems like a small part of what I need to do, but having kids who want to work for SWAT helps a lot.
By February I recognized a crisis brewing. At a time then I had too much work to do, and needed more than ever to count of SWAT, I couldn't. Some of my SWAT were lethargic or missing. I needed to find out what was wrong and address the problem. I gave my former SWAT members a survey of questions to fill in. Their responses were encouraging.
Questionnaires:
1. Why did you want to become a SWAT member?
Kim: I wanted to be a SWAT team member because I wanted to know more about computers and how to help at computers if something went wrong.
Jennifer: I want to become a SWAT member to help younger students and other students who need help with their computer. It could also help me with my computer skills.
Ann: I can help Mom learn about computers.
Billy: I will learn more about computers. My Dad really likes them so I wanted to work with Dad.
2. What are some of the benefits of becoming a computer expert for our school?
Laura: I feel I know extra. People can look to me for help.
Karen: It is exciting when you are helping others. It feels neat when they ask you to help because you are in charge... you want to show off.
Kelly: Some of the benefits are helping people, ice cream parties and knowing things that other people don't."
Tom: Well, if some people learn then they can teach other people who don't know and soon every one will be a whiz at computers."
Anna: I don't have to ask anyone for help.... usually.
Jenny: It saves time and earns more time for learning.
3. What characteristics do you need to be a good SWAT?
John; You have to be responsible and trustworthy,
Jenny: Take responsibility and willing to learn.
Erol: You take the time to ... be patient and always waiting to learn things.
Alex: To be a good SWAT team member in my opinion you should want to be one.. You should help others when they need your help.
4. What did you like best about SWAT?
Henry: Classmates want to learn what SWAT learns.
John: Helping others. Doing a lot of fun stuff. It is more fun than just playing on your computer at home.
Erica: I like to know that I'm the one who is helping. I feel proud to know that I am a good person on a computer and I'm maybe even looked up to!
Laura; Even thought you are learning it is much more fun because you feel important.
5. What didn't you like about SWAT?
Karen: There is nothing that I didn't like about SWAT.
Henry: There wasn't anything that I didn't like. Being on the SWAT team was my choice if I wanted to do it, or at least sign up to be chosen. I am glad that I was able to be a SWAT member.
Andy: I liked everything except missing recess.
Anna: You have to wait to get into it.
6. How would our school be different without SWAT?
Karen: I think the school might not be as interesting if you did not have SWAT. Ms. Baker would be very busy troubleshooting the computers and not be able to work on other stuff like teaching her class.
Henry: Our school would need teachers that had the knowledge about computers. Actually, about two years ago, we didn't have a technology lab or SWAT. If something was wrong with a computer, we would need somebody to come in. Kids wouldn't have enough knowledge about computers for the future.
Ann: Ms. Braker would be running up and down stairs because people need help.
Andy: We wouldn't have people who know about computers. No games, no exciting, interesting computers, No one to help.
8. How could we make SWAT better?
Jenny: We should have more time in SWAT meetings.
Karen: I don't think you could make SWAT better.
John: I like everything about SWAT.
Anna: Maybe all students could get to be on SWAT; there would be a schedule for it. I wish I could be in longer than one quarter.
9. Do you like being the teacher for your friends?
Karen: Yes, yes, I do like being a teacher to my friends.... very much.
Erol: Yes, It is very fun. When I teach my friends, I feel like I am really a teacher and admired.
Anna: Yes, I try not to be bossy. At home I helped Karen on our computer.
10. Does your teacher ask for help?
Kelly: Yes, my teacher does ask me for help with things like closing down and setting up the computer.
John: Yes, a lot. I usually can help my teacher.
So, if students were so enthusiastic about SWAT, what was wrong? After some reflection and conversations with SWATs and teachers, I came to several conclusions.
1. SWAT needs time and attention. Students want to learn about computers, to learn to troubleshoot and they really want to help others. They can't perform their duties unless I spend time training them properly.
2. Not all students come to SWAT with well developed skills in listening, organization and assuming responsibility. For some, SWAT is an opportunity to develop these skills. These students will need more time and effort than students who already have good student skills.
3. Everyone should have an opportunity to become a SWAT and experience the benefits of feeling important, helpful and successful. For example:
1/29: Ann was busy showing Laura how to incorporate "word art" into her document. "Isn't it just nice to be responsible for something?"
By the fourth quarter, and I had made some changes. I had learned to select a mixture of students. Some I knew had the required skills and some I hoped would develop these skills. I stopped what I am doing and planned SWAT activities when it is SWAT time. SWAT is more than learning about computers. It is also about helping others and feeling good about your ability to help. I want students to feel helpful and responsible.
April Log entries:
4/22: Responding to a progress report in which the newly appointed SWAT member had received "N"s in other areas of his report, the parent wrote, "Let's turn those "N's" into "S's". Being part of SWAT is helping Ted with his self esteem."
4/26:(writing about Erol, the student who was told he could not be helpful unless he listened.) Although his turn as a SWAT has ended, he still arrives at the door each morning just to see if he can help. I am so pleased with his growth and skill development, that I always find some job which needs his assistance.
When my second and third grade SWAT came to me the following week, I introduced a new CD which I had purchased for their classrooms. It was a science disk about plants and animals which supported their POS. Once the directions were known, it would make a good independent activity center. The students left happily with their new CDs in hand. I am sure that they assured the classroom teacher not to worry about a thing. The SWAT members could install the CD and teach the students how to use the new program.
When my 4/5/6 students arrived, I handed them newly arrived CDs. I explained that these were for the primary grades and that I didn't have time to figure out the directions and explain them to teachers. Thus I was asking them to preview the CDs, write down easy directions and tell the teachers grade level, subject matter and their opinion of the CD. Students are playing with CDs but they have a purpose. They are being very helpful and they clean up. I will give these new CDs to the librarian to bar code and place in hanging bags. The SWAT directions will be in each bag, labeled by the student who wrote the review. We are back on track.
A reflection about last year's Techno-Expo seems equally applicable to this years experience:
2/17: It was not until I reviewed last year's journal, that I realized how far we have come. SWAT was part of the push!
Everyone benefited from these bright, enthusiastic workers. It was no accident that we performed so well at Techno-Expo. Our SWAT had been well trained. They knew what they were doing, they were confident and knew how to share their knowledge. They had been doing that all year."
Strategies of teaching and learning in today's classroom are changing rapidly. The computer and Internet access offer greater resources than ever before. Along with enormous amounts of information they also bring required new skill development. Teachers can not be expected to "Know it All", but rather are expected to guide students in their own pursuit of knowledge. It is in this respect that SWAT is a valuable asset. SWAT has not only given students technical skills and troubleshooting knowledge, it also has given permission for students to be the experts in the classroom. SWAT members are respected problem solvers. They are appreciated for the help they provide to all. SWAT has been a benefit to the school as a whole and to the individual SWAT members.
2/17: As I read last years journal I realized, SWAT helped to drive the need for and development of technology. SWAT kids were constantly asking for technology opportunities, demonstrating in class, talking potentials. Teachers didn't have time or knowledge but kids had both, they kept technology visible and in demand.
Another Teacher Researcher kindly shared an experience with me. Pleased with her ability to fix a computer problem, the teacher bragged. "I fixed it!"
"Were YOU ever in SWAT?" the student asked.
A. SWAT is valuable:
1. SWAT benefits our school by increasing computer use:
a. troubleshooting keeps equipment in the classroom working thus increases availability of technology
b. turn around training on equipment and new software increases skill levels for all students and teachers.
c. SWAT activities increase visibility of technology use.
Implication: Our school needs to maintain a SWAT program.
2. SWAT benefits those students who are selected to become SWAT members.
a. Students learn more about computer use through interactive experiences.
b. Students learn to be troubleshooters.
c. Students help others and are seen as valuable helpers.
d. Not all students have "studenting skills" (listening, organization, responsibility and interpersonal skills)
SWAT provides opportunities to develop these skills.
Implication:
1. All students who want to become SWAT members should be given the opportunity.
2. Opportunities to perform useful roles help all students gain recognition and self esteem.
3. SWAT benefits the Technology Resource Teacher
a. Students allow the teacher to field test new strategies and lessons.
b. More computer experts help keep the equipment accessible to all.
c. Turn-around training advances our technology program
Implication: The Technology Resource Teacher must find time to meet with and train SWAT members.
B. SWAT is more than learning about computers.
1. Students want others to see them as valuable helpers.
2. Not all students are prepared to be successful SWAT members. Listening, organization, and taking
responsibility, "studenting skills" are developed as students become successful SWAT members.
3. SWAT activities are authentic learning opportunities.
Implications:
1. SWAT should be viewed as a valuable learning opportunity.
2. SWAT teams should include a mixture of student ability levels.
3. Students should be trained to be successful SWAT members.
4. Students must be given opportunities to use their skills and to be useful to others.
C. SWAT requires time and planning to be successful.
1. Regular weekly meetings for SWAT activities are needed to sustain interest.
2. Planning a progression of skill development lessons sustains interest.
3. "Studenting skills" as well as technology skills need to be offered.
4 Visible authentic opportunities to use SWAT skills need to be planned.
5. A mixture of student ability levels works well when SWAT can teach each other needed skills.
Implications:
1. Technology Resource Teacher must devote Time and planning to SWAT program.
2. The entire school must support this effort.
About the author: Sally Bryan is a technology resource teacher at Lemon Road Elementary School in Fairfax, Virginia. She has published articles in the VSTE Journal which is published by the Virginia Society for Technology in Education. For questions or comments, email her at sbryan@fc.fcps.k12.va.us.