Taylor, H.G., Stuhlmann, J. (1998). The Clovis Project: enhancing student learning and teacher training with telecommunications. International Journal of Instructional Media, 25(4), 357-366.

This article describes a real-life example of using computer technology in a classroom and the benefits it provided to all those involved. The Clovis Project involved elementary school children and their teachers as well as undergraduate students at a university. Based on a series of childrens' books about a crawfish named Clovis, the project consisted of a six-week period when Clovis went on-line to answer children's questions about him, his friends, and the bayou area he lived in. Technology education students at a local university created Clovis' on-line presence and then trained school teachers in how to utilize the program with their students. In addition, a fourth grade class of students was chosen to portray Clovis, while two third-grade classes at other schools conversed with Clovis. The fourth-graders had to work together as a team in order to answer the third-graders questions accurately and creatively, while the teachers offered support and resources for all three classes in developing questions and answers for Clovis.
 

I was quite impressed with the Clovis Project, because it demonstrated an incredible learning activity for all those involved in what is essentially a simple project. Throughout the six-week period of portraying Clovis, the fourth-graders demonstrated a commitment to teamwork, a resourcefulness in answering questions put to Clovis, and creativity in their answers. Overall, the elementary students "were engaged in authentic learning situations in which they had real responsibility for their learning and behavior" (360). The teachers learned technology skills. The graduate students, in addition to learning to incorporate technology in the classroom, "got to hone their project management and professional development skills in a carefully controlled environment" (361). In short, the project was an extremely effective learning tool for students, teachers, and graduate students. It also seems to be a fiscally possible project; from what I could tell, the major cost involved was buying the Clovis books. It also requires the resources of a university in providing multimedia support and graduate students eager to gain real-world experience.

This article outlines a wonderfully creative approach to bringing technology into third and fourth grade classrooms which can be utilized by teachers who may have only minimal knowledge of computer systems and programs and how to use technology in the classroom. Everyone involved benefited from the project, so I would think it would be an attractive project for other elementary school teachers to develop in conjunction with local universities.