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Research Results

Impact of IMYM Project on Grade 5 Pilot Teachers: A Follow-up Report

December 1998

Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning

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6.0 Sharing of the IMYM Model

6.1 Pilot Teacher Facilitation

Teachers were asked to describe how they were facilitating the implementation of the IMYM model within their school and school division/district. Teachers reported conducting the following activities:

  • teacher training/inservicing (N=8)
  • presentations by IMYM teachers (N=5)
  • Internet class home page creation (N=5)
  • visitations to the IMYM classroom (other teachers, teachers from other schools and/or divisions/districts, parents, school board members, and administration) (N=4)
  • divisional inservices on IMYM (N=3)
  • sharing of IMYM learning resources/information technology/software (N=3)
  • student multimedia presentations (N=2)
  • Special Area Groups (SAG) presentations (N=1)
  • school inservices (N=1)
  • publication of their IMYM learning experiences (N=1)

6.2 Hardware/Software

IMYM pilot teachers were asked what other classes, if any, in the school had access to the IMYM hardware and software. They reported the following users:

  • last year’s IMYM students (N=3)
  • other Grade 5 classes (N=3)
  • other teachers (N=2)
  • IMYM classroom open to all students and teachers (N=1)
  • Senior 1 students (N=1)
  • Grade 5 IMYM classroom only (N=1)
  • Grades 4, 5, 6 students (N=1)

Or potential uses:

  • training teachers and paraprofessionals using IMYM software (N=2)
  • libraries, computer open to all (N=1)

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