The Buddy project has given us a chance to work together to learn computer skills. I'm happy to see my child learn the skills of the future so she is ahead in the world . . . Thank you for the chance to be a part of the Buddy Project.

-A Buddy parent

Introduction:

The Buddy System Project is an effort to use technology to enhance learning in the schools and extend learning beyond the school day into the home. Over the past seven years, the Project has placed computers in the homes of fourth, fifth, and sixth grade students in school systems throughout Indiana and supported the efforts of teachers to adopt new instructional strategies that take advantage of increased technology both in school and at home.

Buddy is a dynamic and evolving project; each year additional schools and districts become members and place computers in students' homes. Teachers in these schools receive special staff development programs and develop a network of colleagues around the State. In the past two years, the Project's goals have become more focused. For this evaluation to portray the best of the Buddy Project implementation, we chose to work with Buddy schools whose activities are closely aligned to the current project goals.

We believe that these fully-engaged Buddy schools will have a defined array of Buddy System Project characteristics. These include school components (such as integrated technology, staff development, expanded assignments, and management of home learning activities); the presence and use of technology in the home (such as computer, academically-relevant software, and often telecommunications capability); and parental involvement. When these are present, we would expect measurable changes in teaching and learning, both at home and in school. The Buddy Project evaluation for the 1994-1995 school year focuses on areas where the project might find significant and meaningful outcomes.

Evaluation topics and methods:

The evaluation was conducted during the first half of the 1994-1995 school year and a few weeks into the second. The evaluation was designed to cover four issues. Two topics deal with the increased school and home focus on mathematics and writing, traditional curriculum areas. A third evaluation task looks at the changes that have occurred in teachers and teaching as a result of being involved with the Buddy Project, while the last assesses changes taking place in the home as a result of the Project's interventions both in school and at home. These four areas cover elements of the Buddy System's Education Objectives: student skills, parental and family involvement, and foundations for learning. The methods in this evaluation included both qualitative and quantitative assessments, such as: interviews, checklists, teacher journals, student portfolios, holistic writing assessments, standardized tests, problem-solving tests, rating scales, and classroom observations. Respondents ranged from students and their parents to teachers and site administrators.

The report is organized to cover the four issues explored in the evaluation of the Buddy Project: writing, mathematics, teachers and teaching, and the family.

Certain conclusions are clear from our efforts:

• Participation in the Buddy Project can make a significant difference in children's writing.
• Efforts to improve mathematics among Buddy sites were limited and did not produce improved student achievement.
• The Project has provided effective staff development leading to substantial teacher improvement.
• The Buddy Project has established and strengthened home-school connections.
• Parents, teachers, and administrators believe that the Buddy Project is preparing Indiana's children for the workforce of the future.
• Implementation of the Buddy Project has facilitated other school reform efforts that teachers and administrators have chosen for their particular schools.
• The Buddy Project has given access to computers and telecommunications to parents and families who would not otherwise have had them.
• Participation in Buddy has increased the self-confidence of children, including those who are learning disabled, lack confidence, or who would not succeed easily in regular classrooms.
• The Buddy Project has brought families together to work on and communicate about the computer and its value for learning.
• As a result of their participation in all aspects of Buddy and the stake they have in the project and decisions about it, Buddy students and their families feel they can participate in state governance.

The full report includes recommendations for improving the project and its implementation.

Buddy Writing Evaluation

Seven Buddy teachers in the study were part of a Writing Focus Group, organized to share ideas about teaching writing as a process. The group ranged from those whose students were writing across the curriculum to those engaged in a school-wide literature and writing curriculum to those using textbooks and more compartmentalized language arts instruction. Three classrooms in two schools demographically similar to the Buddy schools served as comparison sites. These teachers were also teaching writing as a process and had some technology available to them. What distinguished the comparison schools from Buddy schools was the concerted efforts of Buddy to integrate technology into the curriculum and, through the home computer and specially-designed assignments, to extend the school day into the home.

A pre-test was administered in late September and students took the post-test and submitted pieces they selected themselves in January. All three were scored using a 6-point rubric based closely on the state approved Analytic Writing Development Rubric. Evaluators also visited all classrooms, interviewing students and teachers, and collecting portfolios from individual students. The students are of average-ability and come from predominately rural, middle to lower-class homes.

Overall Findings

The set of data collected in this evaluation are consistent with years of research on writing that found that those students who write more, write better and the best results are achieved when students are immersed in experiences with written language. These characteristics of good writing were apparent in Buddy classrooms with the highest scores and in comparison classrooms, too.

Buddy classrooms made significant gains which the comparison classrooms did not. All the Buddy classrooms improved, some markedly so, in their performance on the January posttest. All showed a high degree of comfort with writing and use of computers. The averages on the student selected pieces are generally consistent with the performance on the post test. At a minimum, we can say that the Buddy program's efforts in writing resulted in gains more than three times higher than those in comparison schools. In light of these gains we can also say that:

• Classes that combine process writing instruction with the Buddy computers have a better rate of success.
• Buddy technology improves student writing by making it enjoyable and easier.
• Having computers at home make students more willing to write.
• When Buddy technology and the Buddy home connection are combined with a strong reading and writing curriculum, students show considerable growth in their writing development.

These data confirm that there have been improvements in all aspects of student writing, in the way teachers teach writing, and in the involvement of families in student writing:

Student Changes

• Student writing has become longer and denser.
• Sentence structure and the mechanics of writing have improved.
• There is more variety in genre and writing strategies.
• There is a willingness to try new things and take more risks with writing.
• There is more understanding of voice, style, and sense of audience.
• There is improvement in content and organization.
• Even learning disabled students achieved a measure of success.

Buddy students also think of themselves as writers. They have a general comfort with writing and the ability to generate more writing and more different kinds of writing. They are able to self-evaluate, and are more aware of writing as craft. Many of these students write for pleasure, as well.

Students see writing as problem-solving - a way of communicating, of conveying information, of persuading; writing is a vehicle. Many students see other things related to language - e.g., Daily Oral Language Program, a mechanics exercise which asks students to fix sentences - as problem-solving.

Changes in Teachers

• Buddy promotes more interdisciplinary teaching and writing across the curriculum.
• Buddy teachers have strong awareness of how technology shapes writing, and how they can balance technology with reading, thinking, etc.
• Buddy has given teachers a better overview of ways to integrate technology and learning; teachers see ways to combine curriculum and technology rather than being overwhelmed by technology.
• Buddy teachers assign a greater variety of topics.
• Buddy teachers are trying more effective ways of teaching writing.
• Buddy teachers are learning more new ways to instruct children in the processes of drafting, revising and presenting to an audience.

Changes in Families

Because writing instruction lends itself so readily to computers and their word-processing capabilities, the home computer increased the amount of time students spent writing, thus extending the school day. Teachers also assigned a variety of work, ranging from requests for parents to comment on students' writing to more extensive projects that asked parents and other family members to actually write something themselves. In addition to changes in students and home writing, Buddy made other changes in families:

• Buddy promotes family communication - between family members and with teachers.
• Buddy increases parent involvement, and more monitoring of schoolwork.
• Buddy promotes family literacy. Parents complete their own work - papers for classes, GED work, job applications - on the Buddy computer, as well as participating in family assignments.

Buddy Mathematics Evaluation

The 1994-95 school year was the first year in which mathematics was emphasized in the Buddy classrooms involved in this evaluation. The mathematics study was late to be initiated and the assessment began after only three months of work. This represents a very little time for the Buddy math program to be implemented and, as a result, there was little reason to expect that Buddy students would perform differently than non-Buddy students on mathematics achievement tests. Mathematical problem-solving and critical thinking abilities develop slowly over time, and it may be that by the end of this school year more substantial outcomes could be reported.

Nine participating Buddy and equivalent number of comparison classes were given parts of the appropriate grade CTB exam. In addition, 5-7 students were interviewed and administered two problem solving/critical thinking items. Evaluators also collected observational data from a series of classroom visits and interviewed the teachers and principals in both Buddy and comparison schools.

• The quantitative assessment data did not reveal any differences between the Buddy classes and the comparison ones. What we saw were things that would not ordinarily show up on standard performance assessments.
• The Buddy students' world view of mathematics is changing and now includes more mathematical thinking activities as opposed simply to routine computation.
• These students identify mathematical topics, such as pentominoes and critical thinking, that reflect a wider exposure to and greater knowledge of mathematical topics and they define mathematics more broadly than did the comparison classes.
• Buddy students work on extensive interdisciplinary projects, such as a mini-economy.
• Additionally, Buddy students do more mathematics activities on their home computers and write about math to a much greater extent than do non-Buddy students who have home computers.

Buddy teachers report that their students have increased enthusiasm, motivation, interest, and confidence in learning mathematics because of the computers. According to teachers, some students who would have been "lost" before are now understanding the material. The teachers believe that this is attributable in part to the use of math games and in part to the use of spreadsheets and graphs in mathematics lessons.

• As a result of participation in the Buddy Math effort, teachers also change in ways that make them more effective teachers.
• Teachers have a more positive attitude and enthusiasm for math instruction.
• They show greater confidence in teaching a variety of math activities.
• Teachers report a sense of greater professionalism as a result of their growth in math teaching ability.
• Teachers have moved from a textbook focus to more risk taking.
• Buddy teachers have a broader concept of what math is and are using more hands-on approaches, more manipulatives, and more problem solving in their mathematics lessons than their previous methods.
• They were observed to use pedagogy more in line with the NCTM Standards.

According to the Buddy teachers, this change in pedagogy is due in part to the mathematics focus this year and in part to the Buddy Project support given to the teachers to attend professional development workshops.

Teachers and Teaching

Participating teachers were asked to look back over the past few years since Buddy began and reflect on the changes they have seen in classrooms, in their students and in themselves. Like others in this study, teachers report that Buddy has made some significant, lasting contributions to their classrooms and the lives of teachers, students and parents. Central to those contributions are:

• increased teacher computer skills
• increased student computer skills
• improved teaching style
• integration of computer into the curriculum
• parental involvement

A significant number of Buddy teachers say the project has "energized" and "empowered" them and renewed their interest in teaching. It has given them direction and ownership. New and veteran teachers alike report important changes in the ways they approach not only teaching but also staff development, homework, classroom organization, and communication with parents. Teachers have integrated computers into their curriculum and instructional programs, and they now rely on computers for everything from record keeping to curriculum development to downloading pictures from NASA for students' science projects.

In addition to energy and direction, the Buddy Project has also given teachers perspective. For many teachers, Buddy is the "support system" that enables and enhances broader reforms in: teaching styles, professional development, classroom organization, curriculum and technology integration, students, and family involvement. The majority of teachers also see a vital need for the teacher training and technical support Buddy provides. And, because they see Buddy in the context of on-going school reform, they would continue implementing its changes, even if Buddy were to disappear.

Changes in Teaching Styles and Classroom Organization

All those teachers surveyed say they simply teach differently with Buddy. Buddy has given them "flexibility," "ideas," "freedom," "opportunities." For some, it has improved personal productivity, playing a central role in things they do on a regular basis, like developing calendars, writing letters to parents, or keeping records; it has made possible special projects with students, such as Young Authors; it has enabled them to undertake more substantial tasks in curriculum development.

A number of Buddy teachers say they view their classroom role differently - they see themselves as someone who "exposes students to ideas and experiences." For some this may simply mean a tentative move away from reliance on textbooks; for others it may mean a change in their "whole philosophy of teaching."

Buddy teachers have made substantial changes in the school environment, in ways that depart from traditional classrooms. Some have changed the architecture of the classroom, in order "to get the technology in students' hands." Others suggested that all these changes give students not only more control over their learning but more responsibility. Often, teachers have made the classroom more learner-centered and they use cooperative grouping more frequently.

Integration of Technology and Curriculum

All the teachers say they look for ways to integrate technology into their teaching. Some teachers have done so more thoroughly than others: some fit Buddy into an existing curricular program and creatively use the technology to customize it to their class' needs. Other teachers have fully reorganized their curriculum, relying more on productivity software than on pre-packaged programs. Some classrooms have mini-economies, mini-banking programs, and other extensive thematic units that employ multimedia technology

Changes in Students

When asked what changes they see in students, Buddy teachers first note, not surprisingly, that students' computer skills have substantially increased. They see gains not only in keyboarding but in students' creative use of different applications and in their ability to teach others - teachers, peers, and parents &emdash; about computers. In a number of classrooms teachers have their own cadre of trouble-shooting technicians - what one teacher calls "Buddy Buddies."

Several teachers added that students' written communications skills have also dramatically increased, especially for students whose fine motor skills are lacking. The amount of writing assigned on the computer has grown with the availability of the home computer, and the quality of student writing has improved as students share and edit via telecommunications.

In addition, teachers also report substantial improvement in students' problem solving and critical thinking abilities. Their students also show greater enthusiasm, a willingness to undertake new tasks, and improved social skills and home study habits. They also see more "pride in work," a tempering of negative attitudes, more confidence, and students responding to encouragement.

Parent/Family Involvement

Teachers report that Buddy parents are substantially more interested in technology for learning and in schooling, in general, than parents of other students they have had. The highest rate of involvement comes where teachers are making a concerted effort and insisting on involvement. The activity that teachers see as most effective in encouraging - even insuring - family involvement is telecommunications. It is a way "to create a dialogue" between parents and teachers," and to conduct "daily communication in a non-threatening way." It is used for permission slips, for test review, and bonus points; it is used as a bulletin board to congratulate students and announce chili suppers and garage sales. "Buddy Net makes a different with those on the "fringe," says a teacher who has seen a "180-degree change in these kids."

The Buddy telecommunications system was not working as well this year, as it had in the past. Both teachers and parents sorely missed this component of the project. Where it was working during this evaluation, it was working exceptionally well. In one particular site, 80 percent of the parents are on-line daily.

If it weren't for Buddy, our family would probably never be exposed to a computer - period!

Families

As part of this evaluation, we sent questionnaires home with students for them and their families to complete together; more than 400 were returned. We selected some of the families who returned these surveys for telephone interviews and others to complete logs of computer use.

The group of families participating in this evaluation are participating in fairly well-implemented Buddy projects. The students are of average- to low-academic ability and come from lower middle-class backgrounds. More than half of our sample live in rural parts of Indiana. Also note that for this school year, the telecommunications activities were curtailed while a new bulletin board system was being established.

Expectations and Preparation

Most parents had very little computer experience before Buddy, yet nearly all were excited that their children would be a part of the project. To encourage participation from the entire family and to facilitate implementation, Buddy teachers taught parents basic computer skills through orientation sessions and workshops. And Buddy students took responsibility for teaching their parents more about computer technology, applications, and multimedia. Similarly, parents comfortable with their own capabilities would provide assistance to other families.

Before participating in Buddy many families had been interested in purchasing a computer or other technologies, but had not had the means to do so.

• For more than three-quarters of the families, the Buddy computer was the first and only computer in the home.
• Few families reported being able to afford a computer if they had to pay for it. Half of the families did purchase software,primarily games and tutorials.
• Parents expressed an interest either in purchasing a computer using their Buddy discount or in upgrading an old computer when their child finished. A few were already looking forward to the time when their younger children would be able to participate in Buddy.

Activities

In most Buddy households, one or both parents have access to the computer, and in half of the households siblings use the computer. No matter how many family members are using the computer, the Buddy student is usually using it most often. On average, the student, regardless of gender, spends approximately four hours a week on the computer, mainly doing homework or playing educational games. Buddy boys also spend time playing Nintendo-type games and skill-building (keyboarding and graphics programs), while Buddy girls are more likely to spend their computer time online. Buddy students report that they also use the computer for writing assignments, writing for fun, and drawing pictures.

Buddy parents also use the computer to help their children with homework, play computer games, and write for fun. Sometimes they also use the computer for home management and record keeping or to complete school or work projects of their own. One woman earned her GED; other parents reportedly got better jobs because of the skills they gained through Buddy.

Buddy Effect

Both parents and children were given the opportunity to rate the Buddy students' skills before and after involvement in the project. The questions fell into four categories: computer skills and knowledge, curriculum-related activities, social skills, and motivation and attitude, and the ratings were on a 5-point continuum from "only fair" to "excellent." Overall, parents rated their children slightly lower than the students rated themselves, but the difference between before and after ratings was consistent for both . Both parents and students believe that Buddy is making a positive difference in all four categories.

Skills:

The greatest improvements seen by both parents and students were in computer skills and knowledge, including computer understanding, and overall computer and word processing skills. Both groups also recognized gains in telecommunications skills and the ability to learn new software. Parents thought that Buddy was providing skills for the future, and, as a result, their kids would end up a step ahead of their peers.

Curriculum:

The student's ability to do math on the computer was seen as the most substantial increase in this category. Students felt that their writing skills also improved, but parents considered the students' increased interest in using technology to illustrate work and write more significant.

Social:

Many Buddy parents think the project has increased student self-confidence and self-esteem. Both parents and students note a significant increase in the student's ability to teach others about the computer. Students also think that Buddy has prompted them to be more engaged in other, school-related activities.

Motivational:

Least noticeable gains were found in this category. It may be that most students participating in this project were already highly motivated. Students who rated low on motivation before Buddy, had the greatest improvements.

Perceived Outcomes:

Overall, many parents felt that Buddy had caused significant changes in their families' lives. The benefits most often identified by parents include:

• Student's improved written and visual or graphic skills and an increased understanding of computers.
• Students acquiring typing and word processing skills.
• A few parents noted a more positive attitude toward school and improved grades.
• Parents were also proud that they, themselves, were using the computer to achieve personal, educational, and business goals.
• Some parents noted the affect that Buddy has had on their special needs children, including how Buddy gave their children confidence and raised their feelings of self worth.
• Families reported working, learning, and playing together. Some parents noted that they had never spent as much quality time together before.
• A few said their children were watching much less TV because the computer was keeping them engaged.

The money to provide this program was well spent. These results more than outweigh the cost.

- a Buddy parent.

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