Grauel, Mary
LS 521, Sp 02
4/22/02
Kleiman, Glenn M. (2000, April-June). Myths and realities about technology in K-12 schools. Leadership and the New Technologies Perspectives. Issue 14. Retrieved 4/19/02 from http://www.edc.org/LNT/news/issue14/feature1.htm.
According the the author of this article, Glenn M. Kleiman, school districts around the country are throwing a lot of money into purchasing technology such as desktop computers, servers, routers, wiring, Internet access and so on in the hopes of improving education for their students and making them better prepared for the 21st century. The rapid placement of technology in the schools is running ahead of the planning and preparation needed to put this technology to good use and is based instead on 5 myths instead of reality. "Myth #1: Putting computers into schools will directly improve learning; more computers will result in greater improvements." Computers are great devices but if teachers aren't trained, software isn't appropriate to support the curriculum needs and technical support is lacking, more won't make it better. "Myth #2: There are agreed-upon goals and 'best practices" that define how computers should be used in K-12 classrooms." The reality is that different schools and districts will have different goals. Some may want to improve students basic skills or motivate students. Others may want to better prepare students for future jobs or for whatever the 21st century brings. Or they may want to add more problem solving and inquiry type learning to their educational delivery. Because goals differ, how the computers should be used will differ. Each school district will need to plan, purchase and instruct accordingly. Myth #3: Once teachers learn the basics of using a computer they are ready to put the technology to effective use." Here the reality is that teachers go through stages to become technology enriched: learning to use technology (entry), beginning to use it (adoption), thoroughly integrating it (adaptation), understanding and using it effortlessly (appropriation). and experimentation with new patterns of teaching (invention). At each stage, teachers will new training and support in order to progress and help their students benefit the most. "Myth 4: The typical district technology plan is sufficient for putting technology to effective use." In order for technology to be used most effectively, the 'technology plan' needs to be integrated into school improvement plans, curriculum plans and any other plans a school or district has and not be separate as a goal unto itself. Myth #5: Equity can be achieved by ensuring that schools in poor communities have the same student-to-computer ratios as schools in wealthier communities. This is not enough. Students and schools in poor communities also need to have teachers as well trained as teachers in wealthier communities and have technology support and software that helps them. Just the same number isn't enough without all aspects being considered. Although modern technology has the potential to enhance teaching and learning, planning and commitment need to be long-termed, otherwise we won't get good return for the investment.
Mr. Kleiman makes a good case for the myths and realities of technology in schools. He gives examples to support his beliefs. Most of them I have experienced where I am now. We got all kinds of computers in last year but no one addressed furniture to put them on or age appropriate software or even enough training, wiring or electricity to make them useful. In addition we and 20 other schools were being renovated. The storage, dust, theft, etc showed a real lack of planning and a case of the cart before the horse. Even now, I have to schedule a 2 hour trianing for my faculty after school when if central office staff had planned last summer, we could have used one of our professional study half days for this training. Some of my students have computers at home and are very computer literate. Many students though are just being introduced to the basics. We may have a ratio that matches the county's other schools but we aren't as computer savy as other schools in the more affluent areas. I have now read quite a few articles on technology integration and professional development. They all seem to talk about planning, meeting the needs of teachers and students, meaningful professional development, need for technical support. etc. I want to know where the articles are that administration in my county is reading. They sure don't read any of these articles. They seem to be doing the exact opposite and of course it shows in wasted time and money. We are making some progress but it could be smoother and more purposeful. They could talk to teachers in the classroom and look at how we do things and what we need. They could also investigate schools that are farther along the technology curve and gain their wisdom. Or. they could read some of the articles I've been reading.