Notes

Effective Planning and Implementation of Computer Technology in Schools
In the modern world, the workplace has been transformed. Computer technology is present to 1 degree or another in virtually every job or profession. To get ready students adequately for the workplace we should notice that integrating computer technology into the classroom is vital. To execute this integration properly, careful planning must precede implementation. We must anticipate to explore different method of implementation inasmuch as there is no perfect system or a "one size fits all" software program. Berghaus Maitland Jacket Review must opt to what degree they will implement technology and how quickly they'll do so. It is also important to appeal to educational leaders for support as well as gathering preferences from both teachers and students.

In his article, "Buying Digital Resources" David McArthur explored the idea that your choice regarding whether or not to use technology as an educational medium has already been made. What must be done is plan carefully to ensure that the long-range goals of technology integration are properly served.

The leaders in higher education must "arrange for and invest in e-learning." (McArthur, 2004, p3) E-learning is becoming an accepted method of education in the same way the "Web" has been accepted in business and at home. Integrating the newer technologies to supplement existing learning is becoming imperative. When planning is performed correctly, the educational environment will be able to use technologies to improve teacher/student communication, enhance faculty morale by use of an "on-line resource center," (McArthur, 2004, p2) use web-based programs to improve recruitment, and better prepare students for the workplace.

There are potential issues that must be overcome when planning for technological integration. First, the technological options are myriad and only a few will be befitting confirmed school or college. Second, while many institutions become familiar with the thought of augmenting their educational system via e-learning, it really is troublesome and radical.

Some key issues in the potential success in the adoption of e-learning range from (but is not limited to) the institution or college's present computer network capacity, the willingness of the school's leaders to support change, current or probable resources, the potential accessibility of the e-learning services by the students.

In looking at a comprehensive long-range plan, there are many of options available. One is "Staged Implementation." (McArthur, 2004, p4) While the critical planning ought to be virtually complete, not absolutely all components of the final plan need be in place at the outset. A planned multi-year plan of implementation can be utilized. Not merely does this allow for the development of resources, it is possible to troubleshoot elements as each stage progresses. Another is "Appropriate Outsourcing." (McArthur, 2004, p4) Not every educational institution gets the in-house resources (personnel, tools, equipment) to implement even a staged plan. Outsourcing could be both cost and time saving. Although it may be difficult to convince some leaders of the potential advantage in outsourcing, especially since this sort of expertise "is regarded as an educational core asset" (McArthur, 2004, p6), drawing comparisons to the business enterprise world may help to show the benefits.

In his article, "Herding Elephants: Dealing with the Technological Revolution inside our Schools" Scott Tunison addressed the problems of: 1. the extents to which schools need to visit computer technology and 2. The tactics used to help make the most of the potential advantages and diminish the potential pitfalls in the integration of the technology.

His reference regarding "Herding Elephants" is allegorical to managing the coming technology and understanding how to "integrate it in to the educational framework" or moving aside and letting the "technological revolution" go by. (Tunison, 2004, p7) In any event, educational technology is not to be ignored and it cannot be allowed to manage itself.

Fundamentally speaking, much of education is unchanged from long past. The techniques that have been used were generally appropriate for the subject at hand. A perception might be that, if the concepts to be learned have not changed a change in teaching method is not necessary. However, even though a few of the concepts haven't changed, the application context as well as the learners' context has. While computers have entered the educational environment they often have been simple substitutes for other tools that already exist and so are in place; tools such as for example blackboards, books, etc. This implies that the process of learning remains unchanged when new uses for the available technology are not fully utilized.

Educational reform is essential if we are going to meet up with the needs of our students. If our culture is rolling out electronic media, animation, etc. then this is the context through which we must reach our students.

The changes that must definitely be made could make some educators uneasy. The learning paradigm must shift from the teacher as dispenser of knowledge to the student as active learner. Tunison cites Fullan (2001) in an identification of "three broad phases to the change process." The phases are identified as "initiation, implementation, and institutionalization"

Initiation involves some entity proposing directional change. Sometimes students require change and sometimes groups of teachers, administrators, and parents form committees to begin a planning process for technological integration.

Institutionalization includes the perception of importance. One might say this can be a stage of "damage control." Clear policies, well trained teachers and administrators, and a supportive school board are necessary in this stage. It is vital in this stage to record relevant data regarding the program for analysis. What was well planned and conceived may still have "bugs" to work out. The analysis of the info can help in the "tweaking" of this program.

Educators should be aware of the importance of technology in the educational environment and be prepared to integrate it. Technology is extensive inside our contemporary culture and reaching our students must involve meeting their needs in the world they know. We might, in fact, reach more students and perhaps stem the tide of dropouts.

In her article, "What Students Want to FIND OUT ABOUT Computers" Judith O'Donnell Dooling, has informed the reader that students, parents, and administrators have specific preferences pertaining to computer technology.

Over time, the significance of computers and related technology has been realized. However, while spending for computers has risen, some schools have not been as successful in identifying specific computer skills and its own power as a tool of learning and teaching.

Student responses were varied. Many reported that they began learning about computers at an early age, usually from a more experienced person. Some students, especially in grades four through seven thought learning independently was the most enjoyable.

Interestingly, students of both genders reported that they had an acceptable confidence within their computer abilities, however, many differences in perception were evident. To a qualification girls, but primarily boys, thought that computers were too technical for girls.

The knowledge students had ahead of school, the teacher, and computer access had a significant influence on student computer learning. Even if they, in the home, had seen the computer more as a toy, they began to see them more as a tool in the school setting. They recognized the importance and power of the computer as their exposure increased.

Perhaps unlike other subjects students learn in school, students exchanged computer tips, recommended hardware and software, and generally discussed the main topic of computers during their lunchtime and recess.

The students also saw the significance of computer knowledge since it related to its used in the workplace after their school experiences. They observed that, no matter where you work, you'd be using computers to some extent.

The teachers expressed the concern that not absolutely all shared exactly the same proficiency. Many mentioned that usually the students knew a lot more than the teacher did. Teachers also observed that, though the students had a great deal of computer knowledge, it had been often limited to games and software. Another observation was that computer curriculums vary greatly school to school.

Teachers expressed that computer knowledge needs to be relevant. That is, it needs to be applied across the curriculum and used being an integral tool of learning. All agreed that the role of teacher needs redefinition and adequate professional development provided to facilitate the needed change.

In conclusion, we have seen that computer technology in the educational setting is essential for learning in contemporary society. Selecting, planning, and implementing must be done with great care in order to avoid waste and potential incompatibility with the goals of the educational institution. School leaders should be convinced that paradigm shift is not an option; that teachers and students must assume new roles, and their support for new ideas is essential.

We must also have the ability to meet students where they're. Our culture has created systems of technology to which students are accustomed. To continue teaching in an antiquated fashion does our students a disservice, particularly if we are to get ready them for the workforce following their education. We must also be aware of teacher and student preferences if we are to expect them to fully utilize the new resources.

References

McArthur, D. (2004). Investing in Digital Resources. In J. Hirschbuhl & D. Bishop (Eds.), Computers in education (11th ed., pp. 2 - 6). Guilford, CT: McGraw-Hill/Dushkin. (Reprinted from Investing in Digital Resources. New Directions for Higher Education, (2002), pp. 77 - 84).

Tunison, S. (2004) Herding Elephants: Dealing with the Technological Revolution inside our Schools. In J. Hirschbuhl & D. Bishop (Eds.), Computers in education (11th ed., pp. 7 - 12). Guilford, CT: McGraw-Hill/Dushkin. (Reprinted from Herding Elephants: Coping with the Technological Revolution in our Schools. Journal of Educational Thought, (2002), pp. 167 - 181).

Dooling, J.O. (2004) What Students Desire to Learn About Computers. In J. Hirschbuhl & D. Bishop (Eds.), Computers in education (11th ed., pp. 18 - 21). Guilford, CT: McGraw-Hill/Dushkin. (Reprinted from What Students Want to FIND OUT ABOUT Computers. Educational Leadership, (2000), pp. 20 - 24).

Fullan, M. (2001) The brand new meaning of educational change (3rd Ed.). New York: Teachers College Press.
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