Inside you will find late-breaking news, valuable links, upcoming plans, tips and tools for students and teachers, samples of student work and outlines of our current and future technology curriculums.  Please visit often and as always, suggestions are appreciated.

Excerpt from “Sites for Kids' Eyes,” a discussion of computers in the class room.

by Lawrence J. Magid

           “….the key to making the most out of the positive and avoiding the negative can be boiled down to two words: parenting and teaching. It's the same whether you're talking about the Internet, Multimedia CD-ROMs or, for that matter, books, periodicals, videos and TV.

          A computer is not an electronic baby sitter, especially when connected to the Internet. There is no machine I'm aware of that can substitute for a good teacher or a loving parent. No matter how adept your children may be at surfing the Web, it's parents and teachers who can provide the guidance, knowledge, wisdom and perspective that gives it meaning .“

Chalk . . . calculators . . . . computers . . .quantum leaps that we must traverse effectively in order to prosper from the infinite learning enhancements that lay within our grasp. It is imperative that all students receive the technical skills that the world now demands and that all teachers are prepared to provide that training. Due to the volatility of technology, this is a moving target that creates a perpetual cycle of learning, mastering and teaching. The challenge therefore is to maximize our "product" at every stage of that cycle and balance the quality of our computer systems to the expertise of our users. Too little is unacceptable but too much can often be less.

The polarized feelings of over-excitement and techno-fear must both be diminished. The concept of utilizing computers to learn should never be considered "either - or," nor must it become the "only" way. A computer should be treated like an endless piece of chalk, a very powerful calculator and the fastest, most profound gateway to information . . .  but it is still only one tool that must be integrated carefully.

Computers enhance, they don't replace. Computers help you to think and to create yet they'll never rival the value of your own thought or creativity. Misleading a student or teacher to believe that a computer will inherently make them smarter or better is just as dangerous as providing no access to technology. The tools of any trade, be they manual or electronic, must be fully understood to be of any value. Computers are no different in that their worth and power come solely from a user's ability to use them effectively.

Results are all that matter, hence we continually ask ourselves what are teachers and students able and not able to do with our systems? How does this compare with other U.S. and international schools of similar size and economic position? Where are our computer dollars best spent to insure maximum benefit to the largest number of users? What else can we do with what we already have? Is that enough? If not, where do we fall behind and how do we catch up?  As technology evolves, and as society's reluctant acceptance turns to fervent demand, we too must adapt to changing expectations.

An education specialist recently said that "computers will never replace teachers . . . but computer-literate teachers will inevitably replace computer-illiterate teachers." In spite of enormous time constraints at work and home, we must all make a concerted effort to prepare ourselves to utilize technology for professional enrichment. Or as some say . .  preservation.

Likewise, a key component of our school mission is to provide our students with a "balanced college preparation." Technology is playing an ever-increasing role in higher education, with this comes our obligation to insure that UAS Technology keeps pace with our students' current and future needs.

"Computers will never replace teachers, but computer-literate teachers will inveitably replace computer-illiterate teachers."

UAS computer technology satisfactorily compliments the principal philosophy and objectives of the school. Our program integrates technology into core curriculum areas, utlizing computers as tools to enhance learning opportunities in multi-disciplinary settings while highlighting additional gateways opened by technology regardless of the academic or career path envisioned by any student. The following goals are met or exceeded:

1. Choice, flexibility and a balanced college preparation. All graduates possess the requisite computer skills to excel both locally or internationally. Advanced tools are also available for independent study.

2. Integration into the world community. By offering considerable access to the worldwide web, teachers now recognize the potential of global discussion and virtually infinite sources of information. They are constantly encouraged to include on-line research elements into their classwork. Many have grasped the opportunity successfully.

3. Acquisition of the tools needed to adapt to a changing society. Technology represents a radical modification of the traditional academic model. Our faculty is aware of the additional skill set that must be taught so that graduating students are best prepared to excel in a new age characterized by technology.

4.  Independent Thinking, Exploration and Experimentation. UAS offers numerous computer platforms in public spaces and invites students to express their creativity and imagination in a responsible manner. Course structures include both independent and group elements to best prepare students for various college/career environments.

Since computer systems were first implemented for academic use in UAS, the primary goal was to provide basic and intermediate user skills to the entire student body, with emphasis on the primary and middle school classes. New courses have been added to the high school curriculum over the past few years and more electives will be offered as we continue to expand in our new facility.

In broad terms, technology enables students to study, explore and acquire information from worldwide sources in methods not previously possible through traditional sources.  Effective integration of technology is achieved as students become adept at selecting appropriate tools to assist them to obtain information in a more timely manner, analyze and synthesize this information with greater ease and subsequently present their work more professionally. The use of computer systems is becoming an integral function in many classrooms and will soon become as readily accessible as all other forms of more traditional tools and information sources.

UAS goals and objectives are further supported by various intangibles that computer-related courses are especially well-suited to encourage:

For oneself, fellow students, instructors, and the equipment.

“Self-starting” & “goal-driven” are terms that are applied constantly in tech projects.

Students should be able to complete projects with minimal intervention.

Computer students must also be able to function well in groups.

To maximize learning, students must share acquired skills with others.

Learning new skills always demands sustained effort.

Nothing comes easy when learning complex themes.

Time lines and cooperation are critical in computer projects, especially group efforts.

Similar to Math and some sciences, logic is primordial.

Creativity often makes the difference between good and great.

Clear vision and attentiveness are important.

One error can cause irreparable damage to a project.

One missed lesson can skew all subsequent steps in any project.

Computers will be unforgiving if approached with nonchalance

Defeatists fall behind rapidly. Complainers stifle progress.

As each and every person improves by small steps in these areas, we believe that the quality of the UAS community is further enriched.