Project SMART: Using Technology To Provide Educational Continuity for Migrant Children.

Autor/inn/en	Meyertholen, Patricia; Castro, Sylvia; Salinas, Cinthia
Titel	Project SMART: Using Technology To Provide Educational Continuity for Migrant Children.
Quelle	(2004), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Distance Education; Educational Cooperation; Elementary Secondary Education; Interstate Programs; Migrant Education; Partnerships in Education; Program Descriptions; Program Development; Summer Programs; Technology Uses in Education; Telecourses + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Education; cooperation; Kooperation; Hochschulpartnerschaft; Programmplanung; Sommerkurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fernsehkurs
Abstract	Overcoming the challenges of educational discontinuity that arise from the migratory lifestyle is the central focus of the Migrant Education Program. This chapter describes Project SMART (Summer Migrants Access Resources through Technology), a national distance learning program for migrant students that addresses such challenges by coordinating efforts among its partner states. In the late 1980s, the state migrant programs in Texas and Montana began collaborating on a summer program for migrant students. Their efforts led to the formation of a National Distance Learning Committee, which formalized guidelines for curriculum content, educational strategies, teaching methods, and student activities. Other partnerships addressed telecommunications, staff development, interstate record keeping and records transfer, and distribution of materials to participating school districts. The first satellite-delivered instructional broadcast occurred in 1992, and by summer 1993, the program was serving about 18,000 migrant students. In 2002, more than 49,000 students participated. Program elements include delivery of the same curriculum by the same television teachers to migrant students who remain in Texas during the summer and to those who travel to other states; activities that are relevant to students' experiences; five grade levels of programming aligned with Texas standardized tests; delivery via live interactive television, delayed television, or videotapes; and use of local mentors. Other migrant technology projects are briefly described. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC