Executive Summary

"Computers may be the most profound technology since steam power ignited the Industrial Revolution (McConnell, 1996)."

Introduction

The Industrial Age has given way to an era of information and communication. At no time before in history have we been able to witness change at so profound a rate. The skills that were valued just a few short years ago have become obsolete. The worker of today must be engaged in life-long learning and possess a diverse set of skills to be successful. Therefore, it is critical that public education organizations seek ways to enhance the learning and teaching process in our schools in order that all students will have the skills necessary to be successful adults.

Thomas Jefferson believed that educating the people of our nation was one of the most important duties of the government. As we move into the next century, how effectively we have performed this duty will be evident by our economic and political success. The real challenge that confronts us is that of finding ways to enhance the depth and efficiency of our educational system. In order to move forward into the new era there must be systemic change in our educational models.

Central to this idea of systemic change is technology. Technology has the capacity to expand learning beyond the four walls of the traditional classroom and impact the issues of educational equity, adequacy and effectiveness. Using appropriate curriculum and classroom management techniques, technology can take advantage of students’ multiple intelligences by allowing them to learn in a mode that is most effective. The use of technology as a curriculum tool encourages self-directed learning that occurs in an active, rather than passive environment. Students can be encouraged to apply a wide variety of information in the development of solutions for local and global issues, thereby creating relevance, practicality and societal value in their learning.

In the majority of classrooms in Arizona, information necessary for administrative and instructional purposes is handled manually. Technologies are available that can assist teachers in the development of instructional tools. However, only in rare instances do teachers have access to these technological tools that would increase their productivity and effectiveness. When technology is integrated into a curriculum that is correlated with state standards, it can be a powerful tool that can dramatically impact student performance. Teachers can use technology to manage basic demographic information, health records, grade history and attendance. In addition, software exists that will assist teachers in individualizing instruction, keeping track of performance outcomes and creating effective educational programs. When such systems are used, the learning and teaching process is transformed into educational programs that are meaningful to the learner.

All of the benefits of technology cannot be realized without the development of an appropriate infrastructure. Today it is necessary not only to connect classrooms to each other, but also provide the communication link between buildings with the outside world. Wide area and local area networks provide the basic infrastructure for schools. As a standard, nothing less than Category 5 cable should be used as the infrastructure in most buildings. Installation of this cabling requires extensive knowledge of IEEE and TIA/EIA standards. Special skills and knowledge regarding the installation of an infrastructure are necessary to ensure the integrity of the entire system.

Wide area network design can be done a number of ways. One of the most comprehensive solutions is to place T-1 lines between buildings. Less expensive options include the installation of partial T-1 lines or frame relay systems for communication. Whatever option is chosen, care should be taken that the contracts are upgradeable as the emerging technologies of ISDN and ATM become available and that the contracts’ length will not impede upgrading to emerging technologies and rate changes due to the deregulation legislation.

Even with the existence of curriculum programs that integrate technology as a tool and an infrastructure to run programs, the technology plan is not complete. The missing component is a staff development program for instructional and support staff. Even the most adept staff members will need time to acquire new technological skills.

Traditional staff development programs are held as one-time events after school. Because technology is pervasive, teachers will not only need assistance in learning to use the hardware and software, but will need to be coached on integrating technology to impact learning. Isolated learning sessions will not be effective in transitioning teachers through this change process. Rather, opportunities for authentic learning should be provided. Wherever possible, technology coaches should work with teachers in their classrooms, helping them achieve their learning outcomes by using technology as a tool to improve learning.

Many school districts in Arizona have developed comprehensive technology plans only to realize that the plans will never be brought fruition because of a lack of capital, maintenance and operations money. In order to fund technology, most districts rely entirely upon bond money. This funding source is unreliable since it requires a vote of the community. If technology is to become an integral part of the way we educate students, it is critical that alternate resources be located and they provide for stable funding for on-going implementation and support of technology programs.

Technology Directors

In an effort to improve communication and pool resources, the Technology Directors’ group was formed in 1994. This group consists of technology staff members from K-12 and university organizations who meet bimonthly to discuss current issues. Each year an annual conference is held in Mesa where keynote addresses are given by experts in educational technology, sessions on using technology to impact learning and teaching are held and vendors exhibit their products.

As the Technology Directors’ group evolved, it became clear that Arizona lacked a clear vision on how instructional technology could be used to transform education. The collective expertise of the group was coordinated to provide a comprehensive strategy for technology integration. Each section of this White Paper was authored by one or more members of the Technology Directors’ group and was reviewed multiple times by the entire group. Guidelines for infrastructure and curriculum integration are provided to assist schools in Arizona through the technology planning process, as well as to assist legislative groups in developing an understanding of how technology can be used effectively in our schools. It is the hope of the group that the information that follows will provide a firm foundation upon which to create new opportunities for learning and teaching.

Conclusion

The evolution of instructional technology moves forward at a staggering pace. Past trends tell us that the technology will continue to become more complex and more pervasive. In the future, K-12 schools need to plan carefully to take advantage of emerging technologies. This is a complex process that should be done in concert with other local educational agencies, businesses and community members. Together we can work to transform industrial educational institutions into organizations that provide the very best learning opportunities for our students.