On March 15, 1998, Fargo-Moorhead schools took significant strides towards integrating the Internet into their classrooms, investing hundreds of thousands of dollars to provide students with access to the “information superhighway.” This initiative aimed to enhance educational resources and broaden learning opportunities for students across the district.
At Fargo North High School, the transformation of the old study hall into a computer lab marked a pivotal change in the educational landscape. Colleen Harris, the lab network manager, expressed her enthusiasm for the advancements, stating, “I think our kids are lucky. A lot of students don’t have this.” With the district’s commitment to technology, students began utilizing the Internet during free periods for research and information gathering.
Lowell Wolff, the director of planning and technology for the Fargo School District, acknowledged the challenges of meeting former President Bill Clinton’s goal of having Internet access in every classroom by the year 2000. Nonetheless, he affirmed that the district would come “very close” to achieving this aim. Over the past four years, the district has established Internet connectivity in all 20 of its schools, thanks to a five-year technology initiative supported by the school board.
The financial commitment has been substantial, with the district allocating approximately $1 million for technology in 1997, followed by an additional $719,000 in 1998. This investment includes leasing dedicated U S West lines for Internet access at an annual cost of $22,000. Currently, there are around 3,200 computers available for over 11,000 students, with 2,000 of those connected to the Internet.
In terms of educational content, students from fourth grade onwards are expected to develop essential skills in keyboarding, information management, word processing, and network navigation by graduation. Wolff highlighted the Internet’s potential to revolutionize teaching methods, stating, “The role of the teacher can’t be one of controller of information anymore. You teach them how to learn and then act as their coach.” He emphasized the importance of students using information to create new knowledge rather than merely receiving it.
The Internet has also provided students with unique opportunities, such as following events like the Winter Olympic Games in Nagano, Japan, or exploring college options online. Harris noted that students use the Internet for a variety of purposes, including research and casual browsing, with each student assigned a password for their computer use.
To ensure responsible use of the Internet, the district has implemented a comprehensive acceptable use policy. Harris mentioned that students are well-informed of the rules, and only two students lost their privileges in the current year for intentionally visiting inappropriate sites. Common issues stem from unintentional visits, as some students inadvertently access misleading sites.
Wolff pointed out that schools face challenges in monitoring electronic communications, sharing a notable incident where a student sent an inappropriate email to the White House. He emphasized that schools must navigate the fine line between controlling content and maintaining constitutional rights. “Some people think schools should control what happens on the Internet. Our thinking is that the controls should be exercised by the students,” he remarked.
At Moorhead High School, educators are also embracing the Internet as a vital educational tool. Social studies teacher Charlie Fisher noted that computers should be viewed as instruments for accessing, synthesizing, and presenting information. With a recent upgrade to direct Internet access, Moorhead High is set to enhance its connectivity, aiming for each classroom to have at least one Internet-connected computer by the year 2000.
Fisher, who has ten Internet-connected computers in his classroom, is optimistic about future curriculum developments that may rely solely on online resources. He envisions students using primary sources from historical events, such as the Constitutional Convention, to enrich their understanding of U.S. history.
Teachers like Fisher believe that active involvement is essential in guiding students through the vast resources available online. “We learned through trial and error if we let them go on their own, they have a hard time cutting through it all,” he explained. Monitoring student activity helps prevent inappropriate access and keeps students focused on their educational goals.
In addition to classroom resources, the Moorhead district has invested in computer labs equipped with Internet access, ensuring that students have the tools necessary for independent research. The district’s media coordinator, Gay Galles, emphasized the importance of teaching students to navigate the Internet responsibly, encouraging them to make informed decisions about the content they encounter.
The district plans to require all teachers to incorporate technology into their classrooms in the coming year. This initiative reflects a broader commitment to integrating digital tools into education, fostering an environment where students can thrive in an increasingly connected world.
As technology continues to evolve, Fargo-Moorhead schools are taking essential steps to prepare students for the future, demonstrating the power of the Internet in enhancing education and fostering independent learning.
