Having a superintendent who's of nearly the same generation as his students is helping Stidham reach this goal.
"Because I am part of the digital generation more so than older superintendents, that is certainly one of the driving forces in why our district is at the forefront of technology," said Banfield, who reportedly became Oklahoma's youngest superintendent when he took the helm at Stidham at age 27. "We have grown up with technology, and there is less apprehension and fear in incorporating it into our everyday curriculum."
All of Stidham's teachers use tablet PCs and digital projectors in their instruction, and students have rotating access to laptop computers with wireless connectivity. "The digital generation probably better understands the unlimited potential and possibilities that technology can bring to a school district," Banfield said. "Technology for us is a priority and a fixture in our annual budget, just like paying the electric bill or water bill. We budget for technology regardless of the state's or the nation's economy. Some school districts purchase technology only if they receive a grant or supplemental appropriation--they look at technology as an initiative. We view technology as an imperative." With 93 percent of his students qualifying for free or reduced-price lunches, Banfield said his goal is to change the face of rural education and give his students a chance to develop strong technology skills--something they can take with them as they go on to high school.
While Banfield is to be applauded for making technology purchases a main line item in his budget, the big question remains, how does this investment in technology help the students learn?
The school's greatest accomplishment, Banfield said, is its One-to-One Learning concept. Banfield researched one-to-one computing projects in Maine and Michigan and said he took the best of what both states were doing and tried to create a program that would be practical in a rural setting.
"Simply put, One-to-One Learning is one laptop for every child in [his or her] regular classroom setting," Banfield said. The laptops, which are stored on moving carts, are set up and monitored by each classroom teacher, and students are able to use them for individualized instruction to supplement classroom lessons.
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"The laptops provide the opportunity for individualized instruction, which is key," he said. "This one-to-one concept lets us cater the curriculum, at the teacher's discretion, to each student's unique learning ability."
Because children work on the laptops independently, but at the same time, students who read at a more advanced level can be challenged with more difficult reading material on a laptop during a reading lesson.
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"I love the program," said Shannon Tankersley, a second-grade teacher who also teaches science to grades five through eight.
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"It has taken me about three years to find the programs and the web sites that I feel go along with the curriculum that the school and state have mandated," said Leanne Lehrling, whose main class is a combined third and fourth grade. "It's not just 'sit down and go,' it is a long process, and it's been evolving."
Of the school's one-to-one computing program, she added, "I don't want other schools to think this is one of those deals where you put the kids online and lean back. It's very time-consuming, and it's more involved than regular curriculum, and I've spent hours making sure that things were secure and that guidelines were followed. It really is a lot of work, but the payoff is huge. My kids have just been really blessed by having all this."
From the reporting it sounds as if the school is using the technology the right way, to supplement and customize learning for students who progress at different levels. While test results were not discussed, it would be interesting to see what the results are for a school (it is the only school in the district, which seems a little odd) with such an investment in technology.
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