Critical Issue: Promoting Technology Use In Schools Essay -- essays re

Critical Issue: Promoting Technology Use in Schools ISSUE: Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools. OVERVIEW: The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer (2000), most schools have computer labs and many have computers in every classroom. More than 90 percent of all schools are connected to the Internet, and more than 33 percent of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all (Trotter, 2001). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teac hers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Placing Computers for Equitable Access Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availabi... ...riodically visit classrooms to determine teachers' technology needs and to observe and encourage their integration strategies.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Provide opportunities for teachers to observe effective technology use in other classes or schools.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Participate in professional development programs, study groups, and other technology activities with teachers and other staff members. REFERENCES Bailey, G., & Pownell, D. (2002, November). Technology staff development and support programs: Applying Abraham Maslow's hierarchy of needs. Learning and Leading With Technology, 26(3), 47-51. Burgos, M. (2001) A successful model for school improvement Glenn, A. D. (2003). Technology and the continuing education of classroom teachers. Peabody Journal of Education, 7(1), 122-128. Goldman, S., Cole, K., & Syer, C. (2000). The technology/content dilemma Trotter, A. (2001, September 23). Preparing teachers for the digital age. Education Week