Technology in education has increased over the last 7-10 years for elementary schools, middle schools, high schools, and colleges. Technology Education is now a part of the Alabama Course of Study for schools and was designed to be implemented for the 2001-2002 school year. Also, many new resources are available in education today.
There are several reasons that contribute to the slow pace of integrating technology in education. For instance, the resistance to change has slowed acceptance of educational technology. Also, the federal government has not made the sufficient increases in funding for educational technology. In addition, funding for educational technology in the United States, under the No Child Left Behind initiative, has dropped, and President Bush recommended no funding for education technology under NCLB for fiscal 2007. Most importantly, educators and the government need to push for more consistent quality in the content delivered through educational technology.
Many educators have not determined comfort levels based on student abilities, motivational levels, and experiences that will engage students in technology in the classroom. Also, some parents have not been exposed to technology and are not inclined to assist or encourage their children to utilize technology tools. In addition, there are not enough communities providing tax dollars and other financial assistance for technology in schools.
Teachers need additional time and the motivation to learn technology to increase the use of technology in schools. Also, professional development activities need to provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Most importantly, schools need computer labs and/or an adequate number of computers in the classrooms. Moreover, technical support needs to be available to teachers. For instance, a technical specialist needs to be in the school. Schools need to ensure that the technology supports the educational goals for students. Also, schools need to develop a vision of how technology can improve teaching and learning. Most importantly, educators must choose the appropriate software. All in all, administrators, the technology coordinator, teachers, and parents and community members need to be involved with technology.
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Tadara,
Your point concerning on-going in-service for teachers is well-taken. But I feel, with the shortage of substitutes, in-service must be brought to the teachers. I feel like this would be a good use of in-service days in schools. Teachers need to be provided with, not only the technical skills needed for integrating technology into their classrooms, but practical applications that would not demand more work on their part. Computers should help a teacher work "smarter," not harder." I agree that in-house technology coordinators would be a tremendous asset, but in light of limited funding, one per 3 schools would be a possibility.
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