Chapter 7: The Computers Are Here!
One of the biggest steps in getting technology into schools is purchasing the computers. However, once the computers arrive the battle of having technology enriched classrooms has just begun. One problem of having computers in schools is they are located far away from classrooms (Perry &Areglado, 2001). Teachers must make effort or compete with other teachers to use them. I worked in a school system and the computer lab was outside in a trailer. It almost felt inconvenient using them. Each classroom had two computers but it is hard to rotate through 21 students with two computers. It is a difficult task to integrate technology into the classroom (Cuban, 1999). I have developed several lessons and when I go to implement them the computers do not work. It is very frustrating so, it is easier not to use them.
Once computers arrive it is essential for principals to be actively involved in the success of technology (Perry & Areglado, 2001). Principals and staff should elect individuals who are efficient and dependable to help other staff members with difficulty. At my school I often feel the principal does not know what is going on with the technology. I have gone to her a couple of times with questions and she looks at me blankly. We do have a couple other teachers who can help us, but they are busy with their classes as well. Principals need to be communicators, visible participants, resource provider, and offer instructional support (Perry & Areglado, 2001).
When the school has successfully implemented a good foundation then it is time to lead a change to technology integration. According to Perry and Areglado (2001) a few things are important for this to happen: First, there needs to be a sense of urgency. It is hard to motivate teachers to change their instruction if they do not feel it is important or necessary. A plan of action (vision) needs to be established. Communicate the plan to the public. The lead team needs to help prevent obstacles before they arise and set short-term goals so teachers and students feel successful in what they are doing. Once this starts happening technology will be accepted and hopefully successful.
Cuban, L. “The Technology Puzzle.” Education Week, Aug. 4, 1999, p. 68.
Perry, G. S., and Areglado, R. J. (2001). Technology in its place: The computers are here. San Francisco: Jossey-Bass.
Chapter 8: Building Public Support
Implementing a technology program is not an easy task. In order for success schools must get public support. The key supporter is the state government (Zimmerman, 2001). When the state government is involved then they can work together with the schools to work on funding (Zimmerman, 2001). Parents are also key supporter that are necessary for a successful technology program. Their votes help pass special warrant articles and budget plans (Zimmerman, 2001). Parents need to see the success of using technology in the classrooms.
Once we have this support schools need to designate a team of people who will make certain that all necessary contacts are kept up. They need to maintain web-pages, contact senators and representatives when needed. It is also good to get other businesses and nonprofit organizations to help support your program (Zimmerman, 2001).
Everybody needs to work together. Teachers need to stay current on their technology skills. I personally do not think it would be hard to get public support if you do it correctly. Once the public (media) spreads the word about how wonderful the technology program is people will crave it.
Zimmerman, I. K., (2001). Technology in its place: Building public support. San Francisco: Jossey-Bass.
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5 comments:
Oh yes, the battle begins once technology arrives in our classrooms and throughout our schools. What is next? Good vision, planning, support, and buy in help during this process. Without it – you have problems from - having technology in distant places – trailers, or technology not working and no support to get them working properly, upgraded, etc. What needs to be done to change these problems? Stronger leadership and buy in are two important points that you mention. Everyone needs to take an active role and force this change to occur.
Possibilities for a two computer classroom
Collaborative activities. Collect data, information, and share it with the world.
This can be a class effort
Communicate, Collaborate, & Celebrate Learning!
http://www.globalschoolnet.org/index.html
How tall are you?
http://mathforum.org/workshops/usi/philly/onecomputer.html
Computer Resources for Primary Grades!
http://www.educationworld.com/a_tech/tech/tech057.shtml
I hope you explore further how you can use your 2 computers in your classroom and even think hey, that lab is not that far away!
We need to pull together more as a team. Thank you for your excellent web-sites.
I know I would not want to take a class on a small field trip just to use the computer lab. I liked your first quote about competing teachers-I've seen that as a big problem in the schools I have been in.
I personally like where some schools have gone to mobile computer labs that come to the classrooms, of course that requires A LOT of money to buy laptops, wire the school for WiFi or at least equip each of the laptops with a WiFi card. While it is a great idea-living here as long as I have-I doubt seriously that many other school systems will follow suit(some have bigger issues at hand.
It is a shame that the US government couldn't fund laptops for students to use-either by furnishing them to the schools or offering tax breaks to individuals, counties, or donating businesses.(I realize I am probably dreaming here!!!!)
I hope your school at least realizes that the computer lab in the trailer is a HORRIBLE idea, and at least moves it into the school for the next year.
I completely relate with your notion about competition for computer time. In our school there are two Labs and the library. Both have computers (about 20-25 ea) and granted that *should* be enough to share, but what makes it difficult is teachers can reserve the three locations weeks ahead of time...which is fine in theory, except that often times, due to schedule changes or in a few cases simply forgetting, the teachers that reserved the Labs never used them! I guess I shouldn't complain too much because I do not have the solution (except maybe limiting the time ahead you can resevre time) but it does show why someone needs to be on top of who is using (or not using) the technology resources.
Interesting to know.
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