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WHERE DO WE GO FROM HERE?
Administrators, Teachers, Technology Coordinator, Faculty and Staff
Roles in Delivering Technology
By Mike Cooper
Delivering technology in education has to be one of the highest priorities facing educators today. We have moved past the stage of drill and kill with the use of technology and have entered a whole new arena. Deciding how to use the vast amount of technology and information at our fingertips becomes the responsibility of not only the classroom teacher, but their administrator and the district/building technology coordinator as well.
While no one position is more important than the other, they all serve specific roles in the implementation of technology. The district or building administrator(s) must take the lead and provide more than lip service. Not only
must they be willing to make budget decisions that will enable technology to be effective, they must also use the available technology. My experience has been that the district administrator, while vocally supporting technology within their district, do not use this same technology themselves. When teachers and other staff members hear, "I am not really a computer person" coming from the district
administrator it provides a poor example and really isn't any different than a classroom teacher telling their class the he or she doesn't really like to read. At the building level, generally speaking, I believe there is more use of technology by the administrator, but there are still too many principals that fear the use of technology.
The role of the technology coordinator is extremely important and encompasses many different responsibilities including selection and purchase of hardware and software. They should also be involved in curriculum development and serve as a resource person for other staff members. Technology coordinators need to be leaders in terms of developing a long range plan for the district and probably most important, they need to be a people person. This is one attribute of technology coordinators that is often
overlooked. Not only do they need to be able to relate to the adults that they will be working for and with, they must be willing to listen and respond to concerns of the staff. It is difficult position and requires a special person with expertise in the field of technology, but also requires excellent communication skills.
The teachers and other faculty and staff remain to be the front line in terms of delivering technology. Much like the role of the administrator, the teacher needs to walk the walk. In other words they must take the lead in implementing technology within their classroom. Students must see them using technology and teachers need to be creative in developing lessons that will allow for the use of technology. Teachers must also be willing to take advice from students that are more technology literate then they are. Teachers should be active participants in the selection and evaluation of software and they should be willing to share their knowledge with others.
Staff development is extremely important and is the responsibility of administrators, technology coordinators and faculty. The administrator must support staff development, the coordinators will need to plan for effective in-services and provide the most current
hardware/software possible, and teachers need to be willing participants as well as taking part in the planning of
professional development to meet the needs of the students . In my opinion, the only thing worse than not having technology in our schools is having it, but not using it effectively.
Technology has changed they way schools operate and what we have to offer our students. As educators we must all accept that fact and educate ourselves so that we are using all of the available technology to its fullest extent. When I refer to technology I am not talking strictly about computers. Schools now have VCRs, video cameras, digital cameras, and a host of other tools available to make learning more meaningful. It is those schools that take advantage of technology that will be the most successful with their students.
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The Price of Technology
Technology in education has created many new opportunities for both students and teachers. Educators are continually looking for ways to successfully implement technology into the classroom with the emphasis on
improving student outcomes. Along with the opportunities created with the rapid development of technology is the dilemma of how to pay for all of it. Not even considering the actual cost for infrastructure, hardware, and software there remains two areas that need sufficient and consistent funding. When creating a technology plan, professional development (PD) and support must be given careful consideration.Total Cost Ownership (TCO) is a "...method through which technology administrators may understand and manage all costs related to technology..."(Technology and Learning, Oct. 1999, p. 39)
Two areas identified in TCO are professional development and support, both critical areas for the effective implementation of technology in the classroom. TCO also stresses the importance for a budget that will allow for a successful PD and support system and suggest a help desk for educators to turn to.
Many educators believe that funding for professional development should come from the state. Now that Michigan's Department of Education has directed schools to add additional professional development days to their calendar, I too believe it is the state's responsibility to fund PD activities. Currently there are two basic types of subsidies provided by the state; embedded subsidies which provide money for, among other things, teacher release time and direct subsidies which may pay for programs (NCREL, 2000).
In addition there are numerous grants available from both state and federal Departments of Education, as well as private companies to help districts fund and implement their technology dreams. One such grant is the U.S. Department of Education's 21st Century Community Learning Centers Program which awarded approximately 400 grants to rural and inner city schools.
In addition to state and federal funds, I believe it is the responsibility of the individual district to provide financial support for PD and support for technology.In a district that I once worked in, they gave much emphasis to the purchase of hardware and software with all the bells and whistles, but little thought was given to training staff in the effective use of this technology. Even less emphasis was given to support as we do not even employ a full time technology coordinator. I have always said that there is only one thing worse that not having the technology available, and that is having it available, but not using it effectively. Providing training and support must be an area that schools are willing to financially support.
I have found that local parent groups are more than willing to financially support technology. In one elementary that I am familiar with the Parent Association pays for Internet access in each of the classrooms. It is the building principal's responsibility to guide the parents in terms of where funds are needed within the building. I believe that they would support PD with funds and they may even have volunteers that could act as technology resource people.
Actual costs for training and support activities will vary from district to district. Much of it will depend on what hardware and software are available. The district's vision for technology will also influence the degree with which they are willing to fund PD and support. It becomes the administrator's responsibility to provide to policymakers data that is spent on PD, and how that translates into measurable improvements in student achievement. I have not read of any guidelines that outline specific percentages of funds that should be directed towards PD and support, but I would suggest that an amount approaching 40-50 percent of a total technology allocation be earmarked for PD and support. This total may decrease as teachers become more familiar with technology, and in fact may even be able to provide support to other staff members.
References
Carter, K. (2000). Grants, Contests, Etc., Technology and Learning, Feb.2000,
(vol.20, no. 7)
Kinder, A. (2000) Money Talks: Funding Professional Development, NCREL's
Learning Point, (Spring 2000)
Van Dam, J. (1999). Total Cost of Ownership: A Business Idea That's Ready
for School, Technology and Learning, October 1999, (vol. 20, no. 3)
Technology Links
E-Biz ISTE TechnoFile R-Tec U.S. Dept. of Ed
Technology and Education Reform
Using Technology in Education
NCREL
Journal of Technology Education
TechLearning
West Ed
FNO
T.H.E. Journal
McREL
Tech Lesson Plans
PowerPoint Lesson
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