Case Study: Thomaston Upson Schools

Past Experience Played a Key Role

Mike Gatlin, Director of Technology and Federal Programs explains, “I could continue to fund existing initiatives, add something new like laptops for students or teachers, put more computers in the classroom, add mobile wireless labs.  But in all of these cases, I found that the same teachers were always the ones who were using the technology no matter what we introduced.  Time consumed to “check out” the equipment and unreliability were a key factor.”

In the past, the district administrators had found that the problem with most new or improved technologies was the technology itself. Some technologies had a steep learning curve. Others were difficult for teachers to integrate with their classroom instruction. And, others failed to interest teachers and students after the initial excitement wore off. After trying program after program and product after product, Thomaston-Upson district officials were determined to keep this experience focused on the most important factor in improving student achievement -- teacher instruction. We decided the Promethean solution would make the most impact for all teachers.