Most parents of young children know that look when their child is concentrating on an exciting electronic game.  What parents may not know is young students have that same look when at work on mathematics or spelling at progressive schools.

What have these schools learned to do differently?

They have incorporated the high-tech devices that are virtually woven in the fabric of today's digital generation into the lesson plan.

How successful has the program been?

Last year three classes began using PDAs and not only did the second graders find the high-tech approach more appealing and engaging, attendance also improved.

And the teachers that have learned to adapt lesson plans to this technology seem to appreciate the advantages even more than the students.

"We use it [PDAs] on math every day and I love it," Mrs. Boatwright remarks.  "It saves me time and it saves the school paper."

Even prior generations that haven't developed an affinity for digital accessories can quickly see how PDAs, developed in the mid 1990s, can radically improve certain tasks for both teachers and students.

Mrs. Boatwright says she can type up a math exam on her PDA and then students can access the test on PDAs at their desk.  Once her class has completed the assignment, Mrs. Boatwright can utilize a PDA program that not only speeds up the grading process, it also identifies class profiles - areas the students are displaying proficiency as well as areas the class may be experiencing more difficulty.

All the same thought processes occur that have always taken place in a successful learning environment, but, in a glimpse of the working world these students will occupy in a few short years, everything happens much quicker.

And, at the end of every day, instead of asking for someone to clean the chalkboard, the 21st century version of that statement goes out.

"I need everyone to check their batteries," Mrs. Boatwright instructs as the second graders put their PDAs away for the day.

Members of the North STAR Consortium, technical advisors from schools in Grayson, Fannin and Collin counties were on hand last week to observe how the digital palm devices were being put to use by the Bonham second graders.

Members of Nort STAR Consortium visit during a visit to Finley-Oates Elementary School in Bonham.

As school districts study how to best apply funds allotted for high-tech improvements, nothing could be more informative than seeing how new developments are changing classrooms for the better at area schools.  Since the North STAR Consortium goal is to facilitate school reform through technology, members of the group were as engaged watching Mrs. Boatwright's in action as the second graders were zoned in punching in answers on their PDAs. 

A second grade student at Finley-Oates Elementary School completes an assignment on her PDA.

Consortium members can now take this information back to the 25-30 school districts they represent.

North STAR Consortium has recently procured a $17,000 grant from the Verizon Foundation to develop an online presence for bilingual students with curriculum resources and proficiency development for teachers.

After studying the impact of PDAs in a typical classroom environment, the consortium also toured the Bonham ISD Video Conference/Training Lab in the administration building.

The Video Conference/Training Lab is a dual-purpose room designed to be optimal for holding meetings via videoconference and trainings requiring a computer lab.  During videoconferences, the computer screen and keyboard are locked away in a compartment built into each desk.  During computer trainings, these compartments pop open to allow the use of the computer hidden inside.

Bret Simpson, Bonham ISD director of technology, gives the North STAR group a tour of the videoconference/training lab located in the Bonham ISD Administrative Building.

The videoconference setup allows meetings and training sessions to be held simultaneously in multiple locations with participants anywhere in the world, all without leaving Bonham, Texas.  It is capable of serving as a presenter site (having cameras and displays in both the front and rear of the room).  The presenter also has access to a computer and document camera allowing them to share images and graphics with others attending the videoconference.

The computer lab mode of the room allows an instructor to train up to 18 people at once.  The room has a dual ceiling mounted projector setup, which may be operated together, or independently to show computer presentations, streaming video, DVD video, or objects under the document camera.