Most of the basic technology had been acquired through a 1994 bond levy. The team noted that the staff learning required to install and master a wide range of new technology was significant and that district technical support was critical. Another successful strategy was using the after-school technology access to provide technical training to both students and staff. The 1996-1997 school year was the first in which the World Vistas classes integrated technology use on a regular basis. Goals Students become self-directed and cooperative learners.
Students interact positively and confidently with various communities.
They noted reduced numbers of disciplinary actions, increased instances of student initiative, fewer failing grades, and lower dropout rates among World Vistas students. They attribute the changes to the motivating power of the technology and of the international exchange activities offered by the community partner. The students, who were described in the initial proposal as coming from a socially isolated inner-city environment, interacted successfully with students and adults from China. Surveys indicated increased interest in and knowledge of other countries. English achievement test results are pending as of this writing.