Improving Technology Use in K12 Grades

by Ginger Sisson
Topics:
Study Skills and Academics

This fall, Grand Valley State University held a lecture series featuring nationally known speakers on the pros and cons of technology in the classroom with kids, grades K–12. Overall, each of the speakers had the same theme: the American public has been sold a bill of goods.

What led each of them to this conclusion? The lack of hard research to demonstrate that technology has improved student learning or improved school standardized tests despite billions of dollars in expenditures.

I don't doubt the research results. What I question is the leap in logic that suggests that technology in education is therefore not worth the cost.

Such thinking in ancient Rome would have put a stop to further construction of aqueducts when what was needed was to stop lining them with lead. The aqueducts were a wonderful invention, but the delivery of water needed to be perfected to keep people from dying of lead poisoning.

In much the same way, we have filled our schools with amazing equipment, but the delivery of information via that equipment needs to be imbedded into the curriculum before any major impact in student learning will be seen.

Why hasn't this happened?

Most school boards have been driven to establish networks in schools. Their focus has been on wiring, hardware and software. In the rush to keep up with surrounding districts, many offer statistics to community members about the ratios of computers to students rather than on descriptions of how computers are changing teaching and learning.

Although bond issues allow districts to purchase equipment, the legalities behind the funding do not provide for teacher training or for future maintenance.
Impact in Districts

What is the result? First, teachers have been given computers with little or no training in the use of either the operating system or the district wide software.

In my own school, part of a progressive suburban district filled with the latest in technology, it is not uncommon to find me explaining to veteran teachers the most basic principles of opening a window, saving to the network, or using e-mail.

If teachers are not comfortable with the equipment, how can we expect them to use the technology in innovative ways in their classrooms?

Second, many school districts have not chosen to hire enough technicians to maintain the equipment they buy. When dollars are tight, spending money on support help rather than on more teaching staff is a difficult choice.

However, if computers don't always work, teacher won't use them. We wouldn't spend thousands of dollars on a new building without hiring maintenance personnel; why do we make a different choice with technology? Good teaching is more important than good hardware, but poor hardware has the potential to devastate good teaching.

What is needed, now that money has been spent on equipment, is for money to be spent on training and maintenance. Only then will we begin to see information technology thoroughly integrated into curriculum, instruction and assessment. And then we will see the results.


Ginger Sisson is a media specialist at Grandville High School.