School Technology Plan & E-Rate

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National Educational Technology Plan

In the year 2010 a National Educational Technology Plan was written to address the needs and concerns facing the 21^st Century Learner. The plan is wide in its scope and idealistic in its goals. The plan articulates these six main goals: Learning: Engage and Empower, Assessment: Measure What Matters, Teaching: Prepare and Connect, Infrastructure: Access and Enable, Productivity: Redesign and Transform, and R&D: Innovate and Scale.  The end objective of implementing all of these goals is that every teacher and student in the nation would have access to high speed internet connection and use it effectively in the classroom and at home to increase student interest and learning. This would require rethinking the educational system as it has been known for the past century.

Many concerns and questions began to swirl in my mind as I read this document. At face value it seems like a utopian ideal which should be sought after with vigor. Yet on closer inspection some serious concerns were raised in my mind. First, how will the time for learning and development be provided for the educators? Teaching is a highly demanding profession that often requires great sacrifice of personal time. This is of utmost importance and I would like to know more about concrete ideas. Second, all of these goals require a great deal of money. If in the public sector $10,000 a year is already spent on students, (this astounds me because my private school spends $5000 a year per student and has more technology integrated than the local public schools), where will the extra money needed come from, especially in states overwhelmed by debt?

 I was taken aback by the statement in the document that said, “how can students grabble with real world problems without being connected 24/7?” Astounding, it that assuming you must be connected to technology to know and understand a real world problem? What about hunger, poverty, abuse, etc.? Another statement to the effect of, in the past learning was not continuous and lifelong, was made. I say speak for yourself, and don’t assume that others in the world at large were not committed to lifelong learning. So, no one needed lifelong learning before the world of technology? What about in the areas of parenting, teaching, farming, and business? Could those people remain stagnant before we had 24/7 broadband connectivity? I had other large concerns, but I alas am already in excess of the recommended response length.

School Technology Plan

I teach in a small Catholic School in Northern California. My school does not have a written technology plan nor is there one for the diocese. The school does desire for the school to be technologically advanced. We do have acceptable internet use policies. Other than that in the area of technology each school operates independently. We are privileged to have SMART boards in every classroom k-8 and have been provided professional development on the use of the SMART board. Our principal is in charge of coordinating professional development opportunities and has some funding from the state.  The teachers are also in charge of their own decisions for professional development and can and do often choose to do so in the area of technology. It is not insured that we are kept up to date, it is only encouraged. Our computer teacher has also been used to provide professional development for the teachers two years ago.

There is currently no formal assessment of how telecommunication, hardware and other software is improving student learning. Teachers are informally asked if they think their use of the SMART Board is helpful. The budget is insufficient to support any type of a plan, especially since there is no formal plan. There are only hopes and dreams.

Many of our parents would like to see some sort of a plan developed and implemented. The difficulty is the lack of funds and the lack of skills at our school to be able to actually implement a plan and maintain it. The school does have computers but there is limited student access, they are not networked and not all have the same software programs. Hopefully, in the future a committee of the administration, interested parents, faculty and professionals could develop a plan.

Technology Assessments

Technology in our world is every changing and becoming an integral part of everyone’ s day to day life. Whether or not people like the changes that technology brings, the changes have come, are here to stay and impact the way student’s need to learn.

Assessing educator’s technology leadership has it pros and cons. On the pro side it will become evident where our educators are at in their proficiency in using technology and integrating it successfully into education. This will enable schools to see the strengths and weaknesses and provide what is needed when an area of deficiency shows itself. On the other hand in assessing teacher’s knowledge and skills a problem could arise if the situation of that educator is not fully understood. Is the educator in a school where little technology access is provided?  Is time offered to them in the area of professional development? A school may say these things are provided, when indeed they are not.  Then the teacher will look bad, when they truly may be excellent. Also should a teacher’s excellence be determined mainly upon their ability to use and implement technology or their ability to reach the hearts of their students.

Assessing student’s skills and perceived needs is a huge plus when at the end of the assessment responsibility is taken to make up for any deficiencies. If  they have excellent skill levels they can be encouraged and the school will know it is reaching its goals. On the other hand a student may assess poorly in technology skills and yet have areas of strength and character that are not assessed. They may be deemed a failure, when indeed their skill sets may lie in drawing, athletics, hands on building, and ability to care for others. Could we end up focused so much on technology that we forget to look at the child as a whole? Will the children who are not technologically savvy then not be affirmed and looked down upon?