Critical Analysis #2 – Technology Plans
Technology has become common in society. A toddler playing with a parents’ cell phone, a young child receiving a tablet as a gift, and teenagers with their own smartphones display how popular and accessible technology is to the children we educate. It seems apparent to integrate technology into curriculum on account of the frequency students are exposed to technological devices on a daily basis. Districts and schools have taken an interest in using technology to enhance student learning and engagement in the classroom. Teaching practices have been adjusted to meet the technological needs of our technology literate student populations. However, a problem lays in having a solid technology plan that explicitly sets guidelines for technology usage that enhances curriculum without hindering student learning. A technology plan must consider the needs of the students, the structure and limitations of the classroom setting, the need for teacher involvement, the current state of the technology systems already in place, and the costs involved. (See, n.d.) In a technology plan, there needs to be an understanding of the end result that you wish to achieve by the use of technology resources. If not defined then technology purchases would run the risk of gathering dust and never being properly used.
At my school, the lack of a technology plan creates an unregulated use of technology within classrooms. The teachers use their own judgment as to what digital devices are used and how they implement them. Social media platforms are used without a clear understanding of digital citizenship. Digital citizenship is defined as a concept that helps teachers, technology leaders and parents to understand what students should know in order to use technology appropriately. (Larson, Miller, & Ribble, 2009) Digital citizenship addresses the norms of appropriate and responsible technology use. A clear technology plan would address digital citizenship and portray how to monitor the concept while using technology with students. Another problem I encounter is teachers display various competencies when integrating technology in their instruction. The lack of technology knowledge often leads to using technology in an ineffective manner. Teachers need to be trained to use technology purchases in order to apply them effectively. However, many schools fail to budget time and/or money to allow teachers to go through training on new purchases. A technology plan would establish a strategy for teacher training. Unfortunately, many teachers often do not have a voice in technology purchases. Purchases are often made at the district level and they do not translate well into the classroom. Teacher input is important because they can provide insight on what is practical in the classroom and have a vested interest in how the program is utilized. Many technology purchases are unused because teachers are not properly trained and have little or no motivation for implementation.
To analyze the importance of developing a technology plan for effective use in education the assumption must be made that technology is an effective way to enhance student learning and engagement in classrooms. Another assumption is that states, districts and schools do not have adequate technology plans to assist in the implementation of the technology available. The problem with technology is a top down approach. The state, district, and schools have a symbiotic relationship that affects funding for technology, staff training and explicit technology goals. Each hierarchy of power needs to have a technology plan that spirals down to the subsequent level. The issue can be viewed as a holistic approach. The interactions of the state district, and schools as a whole can be used to explain the problem. The state level needs firm expectations and guidelines on how technology should be purchased and implemented under the common core standards. Next, the districts devise a technology plan that shall act as a guide for individual schools. The last step is for schools to set up a technology plan to guide teachers with technology usage. An aspect to address in a technology plan is funding. Funding for technology is available through a multitude of avenues such as; government funding, grants, and override measures passed by the taxpayers. The issue is how the money is disbursed. Political bureaucracy plays a role in funding for technology through purchases that are made at a state or district level and distributed to the school level. These programs are ineffective when not purchased under the direction of a technology plan that guides how the purchase will be implemented into the curriculum. As the technology is given to school sites teachers are unsure of the proper or desired goal thus the purchase can be used ineffectively. Digital citizenship needs to be addressed through a district level and school level technology plan. Not addressing digital citizenship leads to problems such as cyber bullying. The norms that govern students and staff are imperative to a successful technology plan because the norms establish a set of socially acceptable behaviors for the proper use of cyber socialization and conduct.
Development a technology plan is extremely important. According to John See (n.d.), "Effective technology plans focus on applications, not technology." He urges schools to "develop a plan based on what students, staff, and administration should be able to do with technology and let those outcomes determine the types and amount of technology the plan requests." Technology needs to be viewed as a catalyst for innovative classroom learning. Classroom instruction is greatly affected by the application of technology when it is used to enhance curriculum and student learning. School systems should be required to teach students and staff how to have virtuous digital citizenship. Technology plans need to incorporate digital citizenship as a component. Digital citizenship should be systematically taught across all grade levels. It is imperative that students understand the norms governing the use of technology. A well planned, comprehensive technology plan that is multifaceted ensures that instruction and curriculum is without hindering student learning.
References
Husked, L., November, A., Staudt, C. (1998). Critical Issue: Developing a School or District Technology Plan. Tupelo, MS: North Central Regional Educational. Retrieved July 21, 2014 from: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
Larson, L., Miller, T., & Ribble, M. (2009) 5 Considerations for Digital Age Leaders. International Society for Technology in Education: Leading & Teaching with Technology; December/January 2009-10: 13-15.
See, J. (n.d.). Developing effective technology plans. Minnesota Department of Education. Retrieved on July 23, 2014 from: http://www.nctp.com/john.see.html