School
Improvement and Technology
Improved teaching and learning practices are the
primary motivations for using technologies in
instructional and curricular areas. Technology supports
better learning and teaching practices. Viewed as a means
of supporting goals related to increased student
involvement with complex, authentic tasks and new
organizational structures within classrooms and schools (Sheingold), technology is seen by many as an important
tool in bringing about the kind of revolutionary changes
called for in current reform efforts. (Means, B., Bland,
J., Olson, K., Middleton, T., Morocco, C., Remz, A., Zorfass, J. (1993). Chapter 1: Introduction.)
Technology can also be used to meet individual needs
of students and increase achievement in mathematics and
other disciplines. According to a 1995 review of over 130
recent academic studies, technology used in support of
instruction improved student outcomes in language arts,
math, social studies, and science. (Bailo, Ellen R., and
Jay Sivin-Kachla. 1995. Effectiveness of Technology in
Schools. 1990-1994. Washington, DC: Software Publishers
Association). Computer-based instruction was found to be
the least expensive instructional approach compared to
tutoring and reducing class size, in raising mathematics
scores by a given amount. (Flethcher, J.C., D.E. Hawley,
and P.K. Piele. 1990. "Costs, Effects, and Utility
of Microcomputer Assisted Instruction in the
Classroom." American Educational Research lou mal,
27 pp. 783-806.)
In addition, technology has been found to have a
positive impact on student attitudes and motivation for
learning. When students were allowed to control their own
learning through the use of educational technology,
increased self-confidence and self-motivation were
observed. (Bailo, Ellen R., and Jay Sivin-Kachla. 1995.
Effectiveness of Technology in Schools 1990-1994.
Washington, DC: Software Publishers Association). In the
early days of educational computing, little instructional
software was available. Most student experiences with
computers involved learning programming languages and
writing and debugging programs. With the development and
increased availability of lower-cost personal computers,
the use of technology in school broadened in the early
1980’s to encompass the use of word processors,
spreadsheets and database applications, (http: I I.
ed.govI Technology/Plan/NatTech Plan/, Getting
America’s Student’s Ready for the 21st
Century: Meeting the Technology Literacy Challenge: June,
1996.)
Today the most effective technology programs in
schools focus on student-oriented learning involving
integration of technology with classroom curriculum. The
selection of complex, interdisciplinary topics,
organization of learning into inquiry-based units, and
setting up collaborative work teams leads to effective,
authentic learning. Integration of technology in the
classroom encourages and supports collaborative and
project-oriented activities, and results in increased
student productivity. Using electronics multimedia tools
enables students to become active, experiential learners.
Authentic research tasks culminating in a multimedia
presentation allows students to articulate their insights
about complex issues. Students performing authentic tasks
are engaged in sustained exploration. They use multiple
opportunities to reflect on the decisions made in trying
to address a problem (Brown, 1989). They become engrossed
in the problems which, for example, navigators,
anthropologists, or historians face. Information
retrieved by students in investigations takes on special
significance because the questions become their own, and
the answers are viewed as personal discoveries.
Curriculum Standards
Recently some school districts in Arizona have
developed, adopted, and implemented a formal technology
curriculum. Other districts have developed substantial
curriculum documents which have not yet been formally
adopted by school boards, but have been implemented
extensively throughout the district. In other cases,
individual schools or teachers have decided what students
should learn about technology, and how students use
technology within various curriculum areas.
According to a survey of education technology polices
at the state level, as of September, 1994, (included in a
report by Office of Technology Assessment, U.S.
Congress), twenty states required specific technology
competencies for students, and twelve required every
student to take a computer course. Since that date, it is
likely more states have mandated competencies or added
course requirements.
The Arizona State Department of Education has
developed sets of standards for various curricular areas,
including Technology. These Technology Standards were
adopted by the Arizona State Board of Education, Spring,
1997. The Arizona State Board of Education’s
Technology Standards lean toward the study and use of
technology itself, rather than integration of technology
within curricular areas.
A project entitled "Technology for all
Americans," sponsored by the International
Technology Education Association (ITEA) culminated in a
document that outlines a rationale and structure for the
study of technology. Phase II of the project is to
develop Kindergarten through 12th grade
content standards with benchmarks at 2nd, 5th,
8th, and 12th grade with a
projected completion date of September, 1999. These
standards will be developed by technology teachers,
supervisors, classroom teachers, administrators, and
representatives from math, science and engineering.
In a case of the ITEA project as well as with the
recent draft of Arizona Technology Standards, the focus
is on technology itself, its relationship to science and
math, and its effect on industry, business and society.
However, as decisions are made at state and local levels,
there is another critically significant area of use in
K-12 education that must be honored and developed—it
is the use of technology within disciplines such as
language arts, social studies, and fine arts to enhance
and enrich teaching and learning activities and to help
students reach standards in those disciplines set by the
state, district and schools.
Implications for K-12 Education
In the past, teachers found it particularly difficult
to provide instruction to students on an individual
basis. Too often they have "taught to the
middle" and have done their best to help students on
either end of the learning curve. Technological tools can
be help provide instruction, practice, testing,
record-keeping, and instructional management needed to
help students move ahead in areas suitable for
individualized learning.
Technology has the potential to restructure classroom
and school learning environments in a way that addresses
individual needs but also promotes meaningful learning
through the use of project-based activities. If a teacher
plans activities carefully, learning teams for
project-based activities can help students perceive a
closer relationship between hard work, personal
contributions, and team accomplishments. Computers and
other technology can be a powerful force for research,
learning and production in team activities. Technology
both mandates active learning and assists it (Rutherford
& Grana, 1995).
Technology is not meant to replace the teacher but to
place more responsibility on the student for independent
learning under the teacher’s guidance and
observation. The professionally trained teacher is
indispensable. Teachers can become coaches, interpreting
and managing student behavior while molding, shaping and
matching them with appropriate curricula. Rather than
being taskmasters and sources of all information,
teachers can become mentors who facilitate and guide the
enterprise of student learning (Bell, T., and Elmquist,
D.).
Successful implementation of any curriculum has
several prerequisites. First, teachers must understand
and be able to teach concepts and skills students should
learn. Teachers must have access to suitable resources
and equipment. Teachers must assess and report student
achievement. Teachers need appropriate specialized
training as well as a system of support in order to help
students reach technology standards and to use technology
as a tool for learning and productivity in language arts,
science and other disciplines. Care must be taken to
assure that students participate in activities that help
them reach technology standards; establishment of a set
of elective courses will not provide all students with
appropriate learning opportunities.
Purchasing Based on Outcomes
Teacher training, sustained teacher support and an
integrated technology curriculum are critical elements to
the success of implementing technology in classrooms.
Currently, districts and schools are trying to make wise
purchasing and implementation decisions regarding
technology/curriculum integrating, hardware and software,
training and support. These decisions need to be aligned
with adopted district objectives and curriculum outcomes.
The common goal needs to be to increase student learning
and higher-level skills. Technology purchases must be
handled in the same manner as textbooks and other
curriculum materials. The question is not what type of
technology should be purchased, but rather, how will
student learning be enhanced through the use of this
technology. It is essential that technology purchases
occur in concert with curriculum goals and outcomes.
Recommendations
A new model of education must be reorganized and
established. This model is based on a student-centered
environment with teacher assistance. Students will use
technology to take them outside the walls of local
classrooms and into a global classroom. For this model to
become a reality, it must be supported by state, country
and district leadership as well as teachers and
communities.
To assist districts and schools with technology
planning, curriculum integration, training, purchasing
and funding, districts and schools need to be actively
involved in the process of creating standards, assessment
tools and integrated projects. Technology standards
should be integrated within other disciplines. Whenever
possible, technical skills and concepts should be taught
within the context of curricular disciplines, and
designed to provide an environment for active, meaningful
learning experiences for students.
A well designed, state adopted assessment tool is
necessary in order to measure students success in
achieving technology standards. Ideally, most of these
assessments should be nested within assessments from
other disciplines. Curriculum and assessment should be
viewed as dynamic in nature and requiring on-going
revisions. Assessments tools need to include the
employment of authentic life assessment techniques such
as observation and documentation.
Successful implementation of technology standards
requires the creation and regular re-evaluation of
minimum hardware and network requirements. The State
Superintendent of Instruction has created and published
goals that include the creation of an infrastructure that
enables Arizona students "to meet and exceed their
individual education goals and to meet and exceed state
standards." In order for the students in Arizona to
achieve these goals, they must have access to the
appropriate equipment and necessary tools. A
comprehensive funding formula for technology integration
is a prerequisite to ensure and maintain technology
equity for all students in the state of Arizona.
Technology needs are continuous and changing. Therefore,
a commitment to on-going plans for technology
implementation and curricular integration is the
cornerstone for achieving the goal "to meet and
exceed their individual education goals and to meet and
to exceed state standards."
Summary
- Establish a student-centered model of education,
supported by state, district and school
leadership.
- Involve schools and districts in the development
and revision of standards, assessment tools and
learning modules.
- Teach technical skills and concepts within the
context of other disciplines, but support the
development of technology-oriented elective
classes.
- Require schools to use quality assessment tools
to measure achievement of technology learner
outcomes and report results to parents, the
district and the state.
- Use a consistent, state-adopted assessment
instrument for continuous evaluation of school
technology programs.
- Provide all students with equitable access to
technology, materials and expertise.
- At the state level, establish minimum standards
and funding sources for student access to modern
technology.
- Provide a funding mechanism and state-supported
training opportunities that allow districts and
schools to train teachers to integrate technology
into curriculum.
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