Technology Issues in Education
Many students’ lives today are filled with technology that gives them continuous access to information and resources, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and converse. Outside school, students are free to pursue their passions in their own way and at their own pace. (U.S. Department of Education, Office of Educational Technology, 2010). The opportunities provided through technology are limitless, borderless, and instantaneous. Technology is so prevalent in the lives of students so individuals in education has taken an interest in using technology to enhance student learning and engagement within classrooms. While using technology in education has become a powerful tool it is not void of issues. Three issues that will be addressed in this paper are adequate technology infrastructure, ongoing professional development for staff, and the issue of digital citizenship.
Schools and districts continue to battle to keep pace with ever increasing demands to upgrade their technological infrastructure. This paper will address three areas of infrastructure weakness for schools using technology; Internet connectivity, system upgrades, and equipment available. According to the Federal Communications Commission, 97 percent of schools across the country had Internet connectivity as of 2010 (FCC, 2010). Far fewer, however, were able to successfully meet the need for higher speed access. The lack of high-speed Internet connectivity can affect many avenues of technology such as, the running of hardware/software, interactive video features like virtual field trips, and a vast amount of research resources. In my school, one reason, selected teachers were unable to complete the PARCC assessment field study was because of the lack of high-speed Internet connectivity available at our school. In addition to Internet speed, our computers failed to meet the minimum system requirements to run the PARCC assessment. Continuous upgrading requirements highlight another problem within technology infrastructures. Upgrading technology is costly for school districts and often overlooked as a result of financial constraints. Financial planning for information technology is a key challenge. Even well endowed schools that are able to buy the best equipment and software find themselves overwhelmed by the short life span of technology, constant maintenance/ upgrades, and escalating demand. Recent studies suggest that traditional financial planning and budgeting cycles will not work for information technology (Oberlin, 1996). Lastly, a problem faced by educators is the amount of equipment available to them. On my campus, we have smart board equipped classrooms with one computer. The computer has Internet access and access to the schools server in order to share resources with colleagues via a share drive folder. Collectively, there are five iPod touches per grade level (each grade level shares), two laptop carts, and a computer lab that can occupy thirty-five students. The teachers on campus agree that the technology on campus is not adequate to meet the learning goals of the students. Through a survey conducted on campus, it was found that K-3 teachers desired devices such tablets, e-readers, or iPods in order to differentiate reading instruction for their students through listening to reading. The 4-6 teachers targeted updating laptops for students to work on research projects and participation of web based discussion groups, as their key technology need. Oberlin (1996) expresses the failure to recognize that initial equipment purchase and installation is only the beginning of the required funding stream. Ongoing maintenance and periodic equipment replacement, if not expansion, will be required over time. Technology purchases made by schools have long-term financial responsibilities, as items need updating, replacing, and maintenance. Also, some equipment such as projector bulbs, batteries, speakers, headphones and other items need to be replaced periodically, as do wireless student assessment responders or remote controllers that go missing or become damaged. School districts can address the issue of weak technology infrastructures by creating a technology budget. A technology budget should consist of sustainment funds based on the technology maintenance needs projected within 3-5 years from the date of purchase (Gray, Lewis, Thomas, 2010). This predictive planning would ensure technology purchases will be maintained and provide classrooms with adequate funding in order to stay up to date with the current technology trends.
Desimone, Porter, Garet, Yoon, & Birman (2002) found that professional development focused on specific instructional practices increases teachers' use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher's instruction. The issue of inadequate technology professional development affects the way technology is implemented in the classroom. In order to achieve the best use of technology, schools need to ensure that strong professional development programs are in place and that teachers have a variety of opportunities for learning and growth (Desimone, et al. 2002). To begin with, teachers are often less knowledgeable about the technology in their classrooms than the students. Teachers must be aware and understand how the technology they are given to intergrade works. This is especially relevant to the technology resources your students are using. Teachers will use this knowledge to monitor their students and be engaged in their learning experiences. Simply put, “Many teachers do not have the technical knowledge or skills to recognize the potential for technology in teaching and learning. Just knowing how to use a computer is not enough. Instead, teachers must become knowledgeable about technology and self-confident enough to integrate it effectively in the classroom” (Rodriquez, 2000). Teachers must be trained through professional development on how to navigate and use the technology resources before they can use them to enhance learning for their students. Most teachers want to learn to use educational technology effectively, but they lack the time, access, and support necessary to do so. Educational technology is not, and never will be, transformative on its own, however, it requires the assistance of educators who integrate technology into the curriculum, align it with student learning goals, and use it for engaged learning projects. (Rodriguez, 2000) Traditional sit and listen training sessions or one time only workshops have not been effective in making teachers comfortable with using technology or adept at integrating it into their lesson plans (Desimone, et al. 2002). Overall, a important aspect of technology implementation is to develop a well-planned, ongoing professional development program that is coupled with the school's curriculum goals, and sustained by adequate financial and staff support is essential if teachers are to use technology appropriately to promote learning for all students in the classroom.
Technology is at the core of virtually every aspect of our daily lives and educators must govern it to provide engaging, authentic and powerful learning experiences and content to students. The article, “Navigate the Digital Rapids”, by Davis and Lindsay (2010) states that educators must facilitate students to participate in global collaborative learning environments and digital citizenship through technology. 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. Digital citizenship should be systematically taught across all grade levels. It is imperative that students understand the norms governing the use of technology. The role of the teachers is to gather students, lead by example, and make sure students don’t cross the line when participating in digital assignments. Digital assignments consist of online chat groups, social media such as Edmodo, and web-based collaborative learning activities and opportunities. It is important that all students and teachers conduct themselves in a professional and culturally sensitive manner. Davis and Lindsay (2010) suggest the teacher takes on the role of coaching the students through making sound digital citizenship choices. Another consideration is to have a plan when students misuse their digital privileges. Students need to know the importance of digital citizenship and the consequences of crossing the line when collaborating digitally. 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. The students of today are growing up in a digital era. Teaching students how to have digital citizenship while collaborating and creating a digital footprint is a key tool student will need in the generation of digital learning (Davis & Lindsay, 2010).
In closing, Technology is a great tool to utilize in education. School districts, principals, and educators must work together to overcome some of the hurdles that integrating technology brings. A strong technology infrastructure including a plan for future fiscal planning is necessary to sustain technology curriculum. Professional development that educates the teachers’ on how the technology works and how to use it to enhance learning is a key component to successful implementation. Also, teaching students’ about digital citizenship is important to move forward productively while engaging in web-based learning and projects. Technology is a staple of society and it is imperative that we prepare our student for the global world force by teaching them how to use technology though learning and exploration.
References
Davis, V. & Lindsay, J. (2010) Navigating the Digital Rapids. Learning & Leading with Technology, 37(6), 12-15.
Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002) Effects of professional development on Teachers’ instruction: results from a three-year longitudinal study. American Educational Research Association. Educational Evaluation and Policy Analysis, Vol 24. No 2. 81-112.
Editorial Projects in Education Research Center. (2011). Issues A-Z: Technology in Education. Education Week. Retrieved from: http://www.edweek.org/ew/issues/technology-in-education/.
Federal Communications Commission. (2010). FCC Enables High-Speed, Affordable Broadband for Schools and Libraries. Retrieved from: http://www.fcc.gov/document/fcc-enables-high-speed-affordable-broadband- schools-and-libraries.
Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
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.
Oberlin, J.L. (1996). The financial mythology of information technology: The new economics. CAUSE/EFFECT magazine. Vol 19, No 1. 21-29.
Plair, S. (2008) Revamping professional development for technology integration and fluency. The Clearing House. Vol 82. No 2. November/December 2008. Retrieved from: http://eds.b.ebscohost.com.libproxy.nau.edu/ehost/detail?sid=d180d65d-276b-4c5b-92da- 38bdbd8bfa82%40sessionmgr113&vid=4&hid=102&bdata=JnNpdGU9ZWhvc3QtbGl2 ZSZzY29wZT1zaXRl#db=a9h&AN=35041978
Rodriguez, G. (2000) Providing Professional Development for Effective Technology Use. Professional Development in Education. Nov2013, Vol. 39 Issue 5, p732-753. DOI: 10.1080/19415257.2012.759127. Retrieved from: http://eds.b.ebscohost.com.libproxy.nau.edu/ehost/ resultsadvanced?sid=d180d65d-276b- 4c5b92da38bdbd8bfa82%40sessionmgr113&vid=7&hid=102&bquery=(technology+AN D+professional+AND+development)&bdata=JmRiPWE5aCZ0eXBlPTEmc2l0ZT1laG9z dC1saXZlJnNjb3BlPXNpdGU%3d
U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology. (Report No. ED-04-CO-0040). Washington: D.C. Retrieved from: http://www.ed.gov/sites/default/files/netp2010-execsumm.pdf.