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Barbara Camp

Flowers, Tuileries Gardens, Paris, France, October, 1996

© June 1997 Barbara Camp

The 5 Ws and an H

 

Who

 

Who am I?

I am an administrator with the Klein Independent School District, Klein, Texas, located in northwest Harris County near Houston.

My working career has afforded me many opportunities. As an educator, I have worked in public and private schools as an administrator, teacher, and university residence hall counselor.

In the oil and gas industry, I was an editor/ photographer for two employee and investor relations publications and a records analyst. I also worked as a staff reporter for a daily newspaper and as the editor for a monthly magazine for a non-profit organization.

I earned an Associate of Arts degree from Kilgore College, Kilgore, Texas, a Bachelor of Arts degree in English and Journalism from Texas Tech University, Lubbock, Texas, and a Master in Secondary Education degree from Stephen F. Austin University, Nacogdoches, Texas. I hold secondary teaching certification in Missouri and Texas as well as mid-management certification in Texas.

I enjoy photography, travel, gardening, reading, sailing, and painting.

My e-mail addresses are bscamp@cs.rice.edu and bscamp@tenet.edu.

 

What, When,Where

 

Experience in Education

Teaching

I taught high school-level English as a graduate assistant at Central Missouri State University in Warrensburg, Missouri.

In 1981, I was employed by the Klein Independent School District as an intermediate-level reading, English language arts, and French teacher at Wunderlich Intermediate.

In 1984, I became a department chairperson for English language arts, foreign language, and English as a Second Language at Klein Intermediate.

Administration

Instruction

In 1988, I became an instructional officer. In this assignment, I worked with teachers to develop curricula for courses in grades 6 - 12 for several content areas including English language arts, journalism, public speaking, oral interpretation, debate, art, theatre arts, business, foreign language, and computer literacy.

In 1990 - 91, I was assigned the district's K -12 library services program with responsibility for the annual Summer Library Reading Program and the revision, development, and evaluation of the annual library book bid, the magazine bid, and the audio-visual bid.

As an instructional officer, I also assisted with the development of the secondary Gifted and Talented (GT) program and for two years administered two co-curricular GT assignments: The Future Problem Solving and Community Problem Solving programs for intermediate- level students.

My curriculum projects included implementation of the following College Board courses: English language arts Advanced Placement - Literature, Advanced Placement - Studio Art, and Advanced Placement - Spanish/ Language.Additionally, I facilitated implementation of: (1) three high school journalism Macintosh labs and (2) a pilot for two English language arts Macintosh writing labs.

In 1993 - 94, I also planned and coordinated the district-wide technology summer staff development for teachers, administered the instructional technology budget, and managed the installation of six computer literacy Macintosh labs, of three high school mathematics Macintosh labs, inventoried the software installed in each elementary and secondary lab, and assisted with the addition of system protection software for approximately 900 Macintosh computers.

Student Services

Today, I am a student services officer with two content area assignments and one student services assignment. I have responsibility for the curriculum for the foreign language courses (Spanish and French: 7 - 12; German, 9 -12; Latin, 9 - 12; Exploratory Language, 7 - 8) and for the technology applications courses (K - 12). My student services assignment is the library services program.

Beginning with the 1995 - 96 school year, I have facilitated the installation of three computer science high school Compaq labs and coordinated curriculum development and implementation of the Computer Science I, Computer Science - Advanced Placement A, and Computer Science - Advanced Placement AB courses.

Since 1990 - 91, one of my library services assignments has been the automation of the district's 27 libraries including the retrospective conversion of 330,000 records.

The district began this project by designating a team of 9 librarians who served as a selection committee. Together, we visited 11 public and academic library sites, researched and wrote a system Request for Proposal, a system bid, a records conversion bid, evaluated the proposal and bid responses, and recommended the bid awards during the 1994 - 95 school year. I also had the opportunity to assist with the development of the site preparation bids for electrical improvements and casework design and installation.

CARL, the system selected, uses parallel processing technology to manage complex union catalog data searches across a wide-area network/local-area network configuration using T-1 lines and Ethernet topology. X.25 communication is utilized between the system vendor's Tandem computers and that of the district.

At completion, the system will be comprised of approximately 295 campus-level Compaq workstations supported by a Himalaya-model Tandem computer located at the central library services area. Students, faculty, and staff at each campus will have search access from each workstation to the entire district collection of 330,000+ volumes, all holdings of the Houston Public Library system, and to remote public and academic libraries.

Since September 1995, ten libraries have been automated in this multi-year project, 160,000 records have been converted, and 22 library staff members have had Introductory PC/MS-DOS, Windows 3.1, and system software training. Also, a new centralized library services area has been implemented to provide cataloging, processing, and user/systems support to the campuses.

Current Projects

In 1996 -97, I began a K - 5 technology applications curriculum project. I work with a committee of 22 elementary teachers who are receiving training in the use of technology in the classroom and are writing technology applications lessons.

The committee's task is to develop lessons that link technology applications identified in the Texas Essential Knowledge and Skills (TEKS) for grades K - 5 to existing units written for the kindergarten, English language arts, science, social studies, and mathematics content areas and keyboarding.The deadline for completing this project is May,1998 with implementation scheduled for September, 1998.

The elementary technology curriculum committee will meet eight times during 1997 - 98. As they develop curricula, they will receive staff development about the history of computing, the mechanical design of a computer, keyboarding techniques, word processing, database, spreadsheet, graphics, Internet applications, and multimedia. They will also field-test the technology applications lessons written for each content area.

During the 1997 - 98 school year, my other projects will include:

  • (1) facilitatiing the textbook selection process for the foreign language teachers in the selection of French I - VI, Latin I - IV, and exploratory language textbooks and the computer science teachers in the selection of the Computer Science I and Computer Science II textbooks;
  • (2) revising and coordinating the evaluation of the district's library book, magazine, and audio-visual equipment bids;
  • (3) serving as the project manager for the addition of four new library automation sites, for the conversion of 75,000 records, coordinating systems support for the ten existing sites, planning and conducting monthly users' meetings, and training 11 library staff members;
  • (4) coordinating the revision of the district's K-12 Library Organization Manual and the Library Resource Manual; and,
  • (5) coordinating the revision of the Spanish I - V and the German I - V curricula.

 

Why

 

Education is the creative exploration of literature, the arts, the sciences, mathematics, and other areas of study.

It enables the learner to discover new thought, to understand the relationships between experience, perception, and reality, and to develop philosophical constructs that recognize the beauty of life.

It is an exceptionally rewarding career because it allows the educator to participate in the learner's discovery process.

 

How

The GirlTECH Project

 

Understanding why and how historical, social, and scientific events happen has always intrigued me. I am interested in the future as it is impacted by past and present events. I enjoy researching information to predict trends and using the technologies that enable access to information and its manipulation.

As an eighteen-year-old newspaper reporter, I was fascinated by the technologies that the United Press International and Associated Press wire services machines used to carry news stories world-wide, that made black and white photographs press-ready by converting images to purple and white dots on a plastic surface, that used melted lead to create galleys of type, and that spun enormous presses all day to print millions of pages of newsprint. Ten years later as an editor, I used newer, faster computerized typesetting and offset printing to create employee publications.

In records management, I participated in discussions about the creation, management, and retrieval of information generated within corporations. I saw the edges blurring between those who created information, those who used information, those who cataloged information, and those who stored information. I saw the tsnami of Alvin Toffler's third wave and his predictions of an information society appearing on the near horizon.

My interest in the future and technology began in the seventh grade. My first research paper described the development of the V-2 rocket and its impact on the global space race to put satellites in orbit and men on the Moon. As a reader of science fiction, I discovered the imaginations of Isaac Asimov, Robert Heinlein, and Andre Norton, who wrote about exploring the universe with space ships that harnessed warp drives to travel at light speed.

To me, these fictional adventures were more real than careers in space exploration, engineering, and physics, which were remote and exotic to young women in the1960's, but for two weeks this summer, I was privileged to participate in the GirlTECH '97 project sponsored by the Center for Research in Parallel Computation at Rice University. As a GirlTECH participant

  • I heard university professors, community leaders, and corporate represetatives describe opportunities for women and minorities in mathematics, the natural sciences, engineering, and computational science,
  • I learned to create and publish in the electronic environment of the Internet,
  • I received Internet lessons to share with my collegues,
  • I met many talented researchers, scientists, and students whose work is our future, and
  • at the University of Houston, I walked among 3-D virtual reality images and saw geological structures used by geologists to make the environ- ment safer, molecular structures used by medical researchers, and stunning training materials and simulations created by physicists and NASA personnel for astronauts to use in future space exploration .

I saw that if they so choose the careers for children in the 21st century can include the playing fields of the universe and the Earth.

Their futures looked very exciting.

 

This page was developed through the The GirlTECH Program, a teacher training and student technology council program sponsored by the Center for Parallel Research on Parallel Computation, a National Science Foundation funded Science and Technology Center

© August 1997 Barbara Camp http://teachertech.rice.edu/Participants/bscamp/5WH.html