Because of that, the program spread to other states and is being launched in Australia as well. As of 2005-2006, the eMINTS demographics included 232 Missouri school districts, 10 districts in Utah, 56 in Maine, 2 in Nevada, and one each in Illinois and Arkansas. In total more than 1250 classrooms and 22500 students have benefited from eMINTS, and the program continues to expand. Both the professional development and classroom development aspects of eMINTS are growing.

In some respects, an eMINTS classroom is not different from a traditional teacher-driven classroom. Helping each student reach his or her highest potential remains the central goal, and the teacher is there to facilitate learning and growth. However, in an eMINTS classroom technology is used to create opportunities for cooperative as well as independent learning. Technology becomes relevant to every subject and lesson, as it...

Teaching strategies in an eMINTS is constructivist and inquiry-based. The teacher is not at the helm of the classroom, and instead serves as a facilitator and co-creator in the learning process.
eMINTS also changes the ways teachers interact with each other. Technology is used to increase teacher enthusiasm, allowing novel approaches to familiar ideas, subjects and concepts. Teachers also interact more robustly with each other and with their mentors. Within the eMINTS program, teachers receive continual guidance as to how to best implement technology. Therefore, new and emerging technologies can be used efficiently and effectively. eMINTS also encourages students to apply what they learn in the classroom to their daily lives.

References

eMINTS. Web site retrieved at Sept 27, 2009 from http://www.emints.org/index.shtml