Implementing Technology, Where’s the plan?

Technology seems to be driving the swift growth in distance learning. Schools are implementing technology as quickly as possible without proper planning or trained educators to take care of the day-to-day computer operations. During the nineties schools spend over 70 billion dollars on technology and today the federal government spends 2.25 billion annually on network technology for the poorest schools (Rogers, 2003). Schools are being sold software programs to enhance student learning without the knowledge of how to implement these programs into the mainstream curricula. The proper integration of curriculum requires teamwork, an introduction, objectives, activities, and goals. Technology is brought into the school system without the introductions or collaboration, teachers are told to implement technology into their lessons, but no one is teaching them how to initiate and modify lessons to meet expectations.

With the integration of technology, schools are developing delivery method problems from the lack of computer savvy teachers. In school districts across the country the skilled computer personnel are usually located off-site and must be called in when problems arise, sometimes taking days to handle situations. This process leaves teachers frustrated and resorting to older dependable methods of teaching students. A spokesperson for the Department of Education stated her concern about the effectiveness of technology use in classrooms and if anticipated outcomes are meeting the goals (Paley, 2007). In a study by the United States Department of education the findings revealed technology is not working in education and contributes most of the problems to lack of professional development and use of technology in the classrooms (Paley, 2007). Michael Rogers, in an article for Newsweek, discusses Todd Oppenheimer’s (an award-winning investigative journalist) book The Flickering Mind, an eye-opening look at technology in schools.

“Oppenheimer is brutal in his assessment of the well-to-do “high tech” schools he visits, all too often finding teachers and administrators in a fog of self-delusion, bragging about glitzy student PowerPoint productions that in fact reveal scant understanding. He is equally cutting about the technologic follies he sees in underprivileged schools. This time he lays blame on ambitious administrators and clueless federal programs that ignore the real needs of teachers—many of whom need careful coaching even to find the “Enter” key” (Roger, 2003).

Scenarios described in Rogers article are very apparent in many schools and are a large part of the technology integration problem.

It is apparent that there is a need to develop realistic technology plans and put into action the same standards used to implement curriculum. Teachers should be involved in the process, professional development must be accessible and in place, activities and lessons should be developed in collaboration with educators and skilled technology professionals. Focus should be place on "How are technologies best used in education to help students achieve and prepare for the world outside of school?" (Hawkins, 1997). Schools relied on textbooks and the knowledge they impart, usually through small blurbs of information, but now students have the opportunity to research, explore and learn from an abundance of Web resources advancing at their own pace (Hawkins, 1997). A majority of dropouts claimed to have left school because of lack of interest and yet the resources are available to make education very interesting. What is lacking is an implementation process, which encompasses all elements of creating a productive learning environment and works in collaboration with all personnel involved.



Reference

Hawkins, J. (1997). The World at Your Fingertips. Edutopia, George Lucas Education
Foundation. Retrieved August 27, 2007, from http://www.edutopia.org/world-your-fingertips

Paley, A. (2007). Software's Benefits On Tests In Doubt Study Says Tools Don't Raise
Scores [Electronic version]. Washington Post, (A01). Retrieved August 27, 2007, from http://www.washingtonpost.com/wp-dyn/content/article/2007/04/04/AR2007040402715.html

Rogers, M. (2003). Are Computers Wrecking Schools? A new and controversial book
argues that computers have done far more harm than good to education. Newsweek Web Exclusive. Retrieved August 27, 2007, from http://www.msnbc.msn.com/id/3225740/