In keeping with state frameworks, the TOPS project emphasizes hands-on science and integration of science with other parts of the curriculum. On the next day, the theme was followed up in the project room, where the teacher and technology coordinator conducted hands-on explorations of classroom bacteria. In one fifth-grade class, students worked on multimedia HyperStudio science and language arts presentations using word processing programs, microphones to record sound, draw programs or Kid Pix to create graphics, and a Canon Xap Shot Still Video Camera attached to a Macintosh to import photographs. While half of the 32 students collaborated in small groups at computers located around the room's perimeter, the other half work individually at their desks. In general, the opportunities for teachers to observe one another have led to more consistency and connections across classrooms.
Many teachers use the same group structures and role assignments for small-group lessons.
Articulation within and between grade levels is reinforced by teachers' frequent references to the content and activities of other classes and grades. T echnology S upports Skyline illustrates the strength of home-grown expertise. A core of teachers took it upon themselves to become knowledgeable about computers and their instructional applications. With the support of the district, the staff have been aggressive and successful in going after state grants to fund the technology coordinator position and in-service training and release time. The commitment and ever-increasing knowledge of this core group overcame the trepidation of more timid colleagues and the shifting agendas of multiple principals.