Notes

Effective Planning and Implementation of Computer Technology in Schools
In today's world, the workplace has been transformed. Computer technology is present to 1 degree or another in virtually every job or profession. To prepare students adequately for the workplace we must recognize that integrating computer technology in to the classroom is vital. To execute this integration properly, careful planning must precede implementation. We must anticipate to explore different means of implementation inasmuch as there is absolutely no perfect system or a "one size fits all" computer software. Each institution must opt to what degree they will implement technology and how quickly they will do so. Additionally it is important to appeal to educational leaders for support and also gathering preferences from both teachers and students.

In his article, "Investing in Digital Resources" David McArthur explored the notion that the decision 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 spend money on e-learning." (McArthur, 2004, p3) E-learning has become an accepted approach to education just as the "Web" has been accepted in business and at home. Integrating the newer technologies to supplement existing learning has become imperative. When planning is conducted correctly, the educational environment will be able to use technologies to increase 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 problems that must be overcome when planning technological integration. First, the technological options are myriad and just 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 could be troublesome and radical.

Some key issues in the potential success in the adoption of e-learning range from (but is not limited by) the institution or college's present computer network capacity, the willingness of the school's leaders to aid 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 numerous of possibilities. One is "Staged Implementation." (McArthur, 2004, p4) As the critical planning should be virtually complete, not all components of the final plan need be set up at the outset. A planned multi-year plan of implementation can be used. Not only does this allow for the development of resources, you'll be able to troubleshoot elements as each stage progresses. Another is "Appropriate Outsourcing." (McArthur, 2004, p4) Don't assume all educational institution gets the in-house resources (personnel, tools, equipment) to implement a good staged plan. Outsourcing could be both cost and time saving. Although it could be difficult to convince some leaders of the potential advantage in outsourcing, especially since this type of expertise "is undoubtedly an educational core asset" (McArthur, 2004, p6), drawing comparisons to the business world may help to show the benefits.

In his article, "Herding Elephants: Coping with the Technological Revolution inside our Schools" Scott Tunison addressed the issues of: 1. the extents to which schools have to visit computer technology and 2. The tactics used to help make the a lot 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 learning to "integrate it in to the educational framework" or moving aside and letting the "technological revolution" pass by. ( get more info , 2004, p7) Either way, educational technology isn't to be ignored also it cannot be allowed to manage itself.

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

Educational reform is essential if we are likely 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 be made can make some educators uneasy. The training paradigm must shift from the teacher as dispenser of knowledge to the student as active learner. Tunison cites Fullan (2001) within 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 ask for 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 the 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 concerning the program for analysis. That which was well planned and conceived may still have "bugs" to work out. The analysis of the info can assist in the "tweaking" of the program.

Educators should be aware of the significance of technology in the educational environment and become ready 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 may, in fact, reach more students and perhaps stem the tide of dropouts.

In her article, "What Students Desire to Learn About Computers" Judith O'Donnell Dooling, has informed the reader that students, parents, and administrators have specific preferences with regard to computer technology.

Over time, the importance 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 they began studying computers young, usually from a more capable person. Some students, especially in grades four through seven thought learning independently was probably the most enjoyable.

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

The experience students had ahead of school, the teacher, and computer access had a significant effect on student computer learning. Even though they, at home, had seen the computer more as a toy, they began to see them more as an instrument in the school setting. They recognized the significance 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 subject of computers during their lunchtime and recess.

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

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

Teachers expressed that computer knowledge has to be relevant. That is, it requires to be applied across the curriculum and used as 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 vital for learning in contemporary society. Selecting, planning, and implementing must be done with great care to avoid waste and potential incompatibility with the goals of the educational institution. School leaders should be convinced that paradigm shift isn't 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 generated systems of technology to which students are accustomed. To keep 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 should also be aware of teacher and student preferences if we are to expect them to totally make use of 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 ADVANCED SCHOOLING, (2002), pp. 77 - 84).

Tunison, S. (2004) Herding Elephants: Coping 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 inside our Schools. Journal of Educational Thought, (2002), pp. 167 - 181).

Dooling, J.O. (2004) What Students Desire to FIND OUT 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 Desire 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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