Educational Programs at Orchard House
Technology
The problem is not change...we've always had change. The problem is the speed of change, and that change is cultural now. Because of that it feels like our kids are leading the way with technology.
- Will Richardson, VAIS Technology Conference (2007)
This concept of “the speed of change” informs the Technology program at Orchard House School. The computer is no longer an isolated machine. The opening of the information highway has transformed this once stand-alone platform into a magical launch pad. It is capable of transporting users to distant libraries and schools. It can take people places that explorers of the past could only dream of, rich with culture and history. It has become society’s great leveler, exposing all users to a vast array of ideas and information. With technological advances happening at an exponential rate, few people remain unaffected; the computer touches upon almost every aspect of one’s daily life. It is transforming how persons communicate, work, shop, educate, conduct business, and even socialize. The rate of change increases almost daily.
Given the rapid pace of change, it is the belief at Orchard House School that skills rather than content should be emphasized in the Technology program. Less than a year ago, Pluto was still a planet and MySpace was the premiere social web site. Now neither holds true. Content in all class curricula is in a constant state of flux. So what is critical is how one prepares students to research and discover content, not an awareness of content itself. In part, this involves understanding how to use computer tools: word processing; databases; graphics; and others. However, it also involves becoming technologically literate and fluent. As a report by the American Association of University Women (AAUW) entitled Tech Savvy (2000) underscores: “while the mastery of these tools may be useful, it is not the same thing as true technological literacy.” Recognizing the static quality of content in the information age, the school’s main goal is to ensure that students know how to learn and adapt new technologies that emerge in the future.
Another key component of the Technology program at Orchard House School is that it must reflect the interests and values of girls and women. In Tech Savvy, the AAUW emphasizes that girls and women are not suitably taught to participate fully in the contemporary electronic culture. By acting on many of the suggestions in this report, the school prepares our students to become electronic citizens: integrating computer into daily learning across all curricula; educating students about the use of technology in future careers; understanding how and why technology works; and acquiring the capabilities for technological problem solving. Essentially we redefine computer literacy to include women and girls.
The curriculum for the Technology program divides into two distinct, yet sequential components: computer toolbox and technology infusion. The computer toolbox, which is the main focus of the fifth and sixth grades, concentrates on the traditional “tools,” including networking, databases, page layout programs, graphics, online publishing, and other “productivity software.” Technology infusion, which is the main focus of the seventh and eighth grades, concentrates on the development of technological literacy with the ultimate goals of fluency and lifelong learning. Rather than exist in isolation, the Technology program is closely integrated with other courses like English, history, and science to ensure that students apply their computer knowledge in meaningful ways. Compelling and relevant projects that teach the skills of technological fluency are ongoing throughout the year. By the time a student leaves Orchard House School, she is able to: apply information and technology in all subjects and disciplines; embrace new technological innovations with minimal fear or anxiety; and understand the basic principles of programming and other computer science fundamentals. As she gains technological literacy, she also heightens her analytical, abstract reasoning, and problem-solving skills.
Course descriptions for the grades may be seen by selecting one of the following:
