“Investments in equipment have not always been accompanied by changes in teaching” (Areglado & Perry Jr., 2001, p.87). Our schools have the right idea, but do not know how to implement technology in a way to maximize its use as well as student learning. We need to align the goals of school leaders, politicians and other stakeholders to promote learning and restructuring of our educational system (Areglado & Perry Jr., 2001; Zimmerman, 2001).
First, it is necessary to establish proactive school leaders. I like the quote that stated, “Leaders believe that when it ‘ain’t broke may be the only time you can fix it’” (Areglado & Perry Jr., 2001, p. 89). This says it all about how we need to take a look at our schools and figure out how we need to improve and use technology better. We need to work smarter, not harder. Just buying hardware is not enough since we need to all take the lead in implementing it into our classrooms (Areglado & Perry Jr., 2001).
Next, we need to pay attention not only to the politics of technology integration, but also to the pedagogy behind it (Zimmerman, 2001). Politicians need to see results and involvement in order for them to support any project. If we want funding for our schools, we need to show solidarity and total school and community support. This can take the form of letters, petitions, grant requests, phone calls or any other communication to political figures. Good old fashioned grassroots support starts with each school employee (Zimmerman, 2001). Yet, we must show definitive proof that technology improves instruction. This is where the nasty old SOL comes into play. Yes, we do rely too much on these scores for countless reasons but these are the only things that politicians claim to understand.
Finally, the question remains of how to restructure our schools. If I had it my way, we would have a laptop for every student to supplement instruction as well as teach basic technology skills in every class. Sadly, our nation doesn’t care about schools. If given the choice between a road and a school, guess what wins. Also, just compare the salaries of celebrities and politicians with the amount of money given to our schools. We must still keep trying to be the best teachers for our students. If we model good instructional practices, incorporate technology and provide real life skills, our students will thrive. I will continue to consult our ITRT for ideas as well as use open ended assignments allowing students to use technology as they see fit in the context of social studies.
References
Areglado, R.J. & Perry Jr., G.S. (2001). The computers are here!: Now what
does the principal do?. In Collier, C. & LeBaron, J.F. (eds.) . Technology in
its place: Successful technology infusion in schools. San Francisco, CA:
Jossey- Bass Inc.
Zimmerman, I.K. (2001). Building public support: The politics of technology
transformation. In Collier, C. & LeBaron, J.F. (eds.). Technology in its
place: Successful technology infusion in schools. San Francisco, CA: Jossey-
Bass Inc.
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3 comments:
Nice summary, Kevin. Wouldn’t it be nice if all students had access to a laptop? I can’t even imagine how beneficial that would be to the students and convenient for me! I wouldn’t have to worry about restricting my projects to activities that need to be completed in school or without the use of technology, as I find myself doing. If only there were funding! You’d think that politicians would give more thought to funding for equipment like that, wouldn’t you? I’m sure that they couldn’t go a day without the conveniences of technology, yet many students go their entire academic career without being able to type up word documents at home. I really believe that students would take more of an interest in school work if they had the freedom to research and create projects in more creative and time-efficient ways. Consider how long it takes to hand write a couple pages, as opposed to typing them. Teachers would be able to spend more time providing meaningful activities for students if students were able to quickly type up notes on their laptops. Back to the statement that you mentioned, “If it ain’t broke don’t fix it,” I assume that’s how many politicians and school leaders feel. Take this scenario into consideration: Let’s say that we gave every student their own laptop to use and assessment scores, including the SOLs, skyrocketed. Then, we decided to take the laptops away and their scores plummeted. That would be a huge problem, right? What I’m saying is, without giving students the chance to increase their learning by using computers, we’ll never know if they can. We could be dooming ourselves and the students and not even realizing it because we (politicians) don’t want to take a financial risk. Maybe laptops won’t increase academic achievement, but why wouldn’t they? Why wouldn’t students be more inclined to learn if they were able to use equipment that allowed them to explore and create? That’s how I feel.
Your statement is true. It is not the investment in technology that changes the way we teach. It is the support, effort, training, and desire to change our teaching strategies and methodologies that will make this investment successful. When we change our teaching strategies and methodologies the benefits of technology tools in our schools can be enhanced. This is a difficult process because buy-in to the idea of change is slow or non-existent. Why should schools change when all is okay? But, is it really okay? Could our schools be better? Could we be meeting the needs of our students more effectively? Each school community member needs to ask and answer these questions and not be afraid to answer the tougher questions that follow.
In order for us to provide opportunities for change in our schools you mention the basics - solid leadership and much needed support. This is right on target.
It would be terrific to have a laptop for every student and teacher in each of our schools, training for teachers and the administration to make this effort successful, and a solid support system to ensure that success is possible. How can we get this idea moving forward? North Carolina is beginning this process by providing teachers with laptops and projectors. How was this school system able to begin this process? Read Wilson school teachers to get laptops to find out more.
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Principals play a significant role in the success of technology. I think of a principal as the backbone of a school. If they do not model what they want done in the classrooms and stay involved it can be hard know what the principal wants. I think it is very fustrating when a principal never comes out of their office.
Politics have never been my thing. I do however believe a lot needs to happen in order to have success in the classroom using technology. Schools need to have support and funding from the state, faculty, community, and parents in order for their program to be successful. Schools are a collaboration of people. If they do not work together then they will not succeed.
I really enjoy the team of second grade teachers I work with. There is nine of us. We range from 30 years of experience to 1 year of experience. I do not feel our principal is as involved as she should be. However, we collaborate and work together the best we can. It is hard to integrate technology into our curriculum because the computers often do not work, or we do not have the software we need.
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