Karl Ivers: Step by step, he's leading his district into the future   From repairing computers and providing professional development opportunities to coordinating the district's technology plan, Karl is involved in every aspect of incorporating technology into the classrooms. His job is to make this central Kansas district's vision of the future reality. To him, anything is possible.   By Melissa Burgos SCR*TEC

arl Ivers is Computer Coordinator for the McPherson School District. He is responsible for meeting the technology needs of district personnel. His job encompasses coordinating and conducting district technology training and ensuring that district computer systems and networks are properly maintained. In addition, he makes sure that the students in this district have every opportunity to access information about the world around them and that teachers know how to help students use technology in ways that enhance their learning.

t 8:00 each morning, he sits calmly at his desk returning the many messages and phone calls he receives each day. His job affects every K-12 classroom in the district in which students use a computer to write a story, complete a project, or test their knowledge. His job affects every teacher who at one time had never used a computer or the Internet and is now able to teach their students using this technology.        One of the first steps in making the transition to integrate technology into the classroom is to teach the teachers. Keeping up with all of this new technology is tough for teachers, and that is why Karl has made introductory-level programs available to all certified staff in the McPherson district on a volunteer basis. Trainers conduct sessions on hardware and software, including using e-mail and the World Wide Web. Karl prepares these training programs and also helps train the teachers. According to Karl, 210 out of 230 teachers in the district registered for the sessions offered last year.

oday, McPherson elementary students have computer time integrated into their curriculum. Each elementary school in the McPherson district has a computer in every classroom and a computer lab that each class uses for activities during the week. Students write stories, play math games, and even learn about music using educational software in the computer lab. All of the libraries and computer labs have Internet access. By the end of the summer, every computer in the district will be online.

cPherson middle school students have a technology lab with over 40 different kinds of activities, from sewing and rocketry to radio and television broadcasting and aviation. These tasks allow students to encounter real-world problems. For instance, students conduct various experiments to test the concept of force in the applied physics module. Students in the electronics module learn basic trouble-shooting techniques and complete circuit board projects. Students in the research and design section design, build, and refine a model dragster that will be powered by a carbon dioxide canister and raced against other students' cars. These experiences allow students to use technology as a tool to complete challenging projects.        Karl and his staff are working on various new projects to keep McPherson on the cutting-edge of technology. Karl's role is to investigate and advise other district personnel on emerging technologies. One way he accomplishes this is by updating the district technology plan and seeing that it is carried out. A complete technology plan is available through the McPherson district Web site.

ne of the most recent project undertaken is the vocational technology lab that is being installed at the high school in McPherson. The lab will be project-oriented, and students will do projects assigned by the teacher and projects requested by the community as part of the experience. The district's goal is to eventually have their resources accessible to anyone in the district.

"I see technology making the teacher's life easier as long as we can provide the tools and training."

ith our cable modem system, we are able to or will be able to in the future, allow patrons of the district to log on and access our resources . . . and as soon as we work out the logistics, anybody in town who connects via the cable modem would have access to any of our educational resources," says Karl.        Karl feels that keeping up with new technology is a worthwhile effort for teachers.        "I see technology making the teacher's life easier as long as we can provide the tools. It's easier to type it once and to display it many different ways than it is to try to make lots of different handouts, overheads, and all of that. I see it more as a tool rather than a drastic change in learning, but I also know that now the students have access to very current information, almost hourly-changing information."        He says the biggest frustration he faces is having enough money to provide enough access so that teachers can really integrate technology into their teaching techniques. Things like overhead projection systems are high-dollar items, and a shortage of these limits the teacher's ability to teach with technology.

he McPherson community is very supportive of the school district's efforts to integrate technology in K-12 classrooms. The funding for technology projects comes from various sources. For instance, they have a $200,000 grant for the new technology lab that will be installed this summer at the high school. They also have a local educational foundation that provides smaller grants to local teachers for special projects and equipment.

arl's advice to other school districts that are just getting started with technology is to begin by using e-mail with the educators. It is easy to train teachers to use e-mail, it is very inexpensive, and sometimes the software is free. Having e-mail would make it possible to conduct some collaborative projects between classrooms and also give teachers a look at how useful technology can be.        In the McPherson School District, the entire staff and most high school students have e-mail.        "It allows teachers to work more cooperatively with each other, whereas, when you don't have e-mail, you are more isolated within your classroom . . . it gives you a broader vision just within your building, and within your district," says Karl.

ccording to Karl, negative opinions about technology replacing people and people becoming isolated by and immersed in technology are other factors that may get in the way of many school districts incorporating technology into the classroom. But Karl doesn't see that as a potential problem in McPherson.

think educators have a challenge and the educators that I know have the ability to manipulate technology and use it in a proper manner. Again, it's not an end in itself. It's a tool to accomplish the district's stated curriculum goals, and as long as you use technology to accomplish your curriculum goals, I think that keeps you on task. We monitor technology in the classrooms and the libraries. We're making sure it's being used for educational purposes only and encouraging that above any other kind of use, so I really don't think that's going to be a problem for our district."        Throughout his district, students are accessing up-to-date news from all over the world, working on real-life projects in the middle school's exploratory lab, browsing the Internet for research projects, and sharing information via e-mail. Karl's efforts have helped make his district a model for other districts ready to get started in the educational use of technology.

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