TACOMA, Washington—When Angela Glasgo-Wolfe was a girl of seven, her teacher asked her and her fellow students to tell what they wanted to be when they grew up. Most students gave mostly traditional answers—firemen, nurses, and soldiers. "When my turn came, I said I wanted to be a boy," Glasgo-Wolfe recalls, "because boys get to do whatever they want without being laughed at. I thought it would be nice to have chances to do different things."

At age 37, Glasgo-Wolfe now spends her days making sure that all students—boys and girls alike, coming from as far away as Haiti, Moldavia, and Saipan, and speaking a variety of languages—have chances "to learn and explore, to dream, to become whatever they envision."

As technology coordinator at well-equipped Spanaway Junior High, Glasgo-Wolfe connects the diverse student body with new tools to help them learn and explore. The school's technology resource center, with 32 computers and other equipment, is available for all classes to use. More computers are available in the library, and a computer vocational lab is earmarked for use by ninth-graders. To make sure the equipment gets used, the school provides teachers with mentors to help them gain confidence using technology in the classroom.

Glasgo-Wolfe also instructs a class called Girls' Issues and Technology (nicknamed Gen:GIT), designed specifically to interest girls in technology.

Because the girls' class relies on students trusting one another and feeling comfortable in a high-tech learning environment, Glasgo-Wolfe begins by pairing up students who aren't yet acquainted. Partners interview one another, take digital photos, write text on laptops, then create unique digital slide presentations to introduce their partners to the entire group.

"The project, in and of itself, is not remarkable," the teacher admits. "What is remarkable is the degree of collaboration among the girls in the class; the enthusiasm with which they approach their tasks; the way they support and encourage each other, share new skills, and challenge each other to try new things. Relationships are forged that we expect will endure over time."


When students deliver their presentations, the teacher gets a quick assessment of their writing skills, speaking skills, and technology skills. All that information helps her craft an informal learning plan for each student. "Students understand that presentation software simply provides an innovative way to present writing," she says, "and are expected to use good writing skills when creating multimedia presentations."

As Gen:GIT progresses, students become comfortable using email, doing research on the Internet, creating digital projects that involve still and video images, and carrying out a variety of other activities that touch on many subject areas. "Technology serves as the constant backdrop for learning in our classroom," Glasgo-Wolf says.