Our group met on March 21. We discussed Part III: Providing a Reliable Infrastructure, pages 100-132. In Part III, the total cost of ownership, facilities, challenges of software and networks, the role of the technology coordinator, and troubleshooting were discussed.
Dr. Riedl met with us as we discussed the book and other things. This book is a good resource for us as well as for other teachers. There’s much to learn from it now, but the book would have been even better if we had read it earlier in this graduate program. There were so many assignments that would have been easier to do and understand if we had read this book earlier.
The first chapter in this section covered the total cost of ownership of creating and maintaining a viable technology program. There are many schools where technology is present, but not being used because of outdated equipment, incompatibility issues, or lack of professional development, and all of these things were due to failure to plan and provide for total cost of ownership. This chapter was designed to help leaders understand and plan for the total cost of ownership including obvious costs as well as hidden costs and ongoing costs. Checklists included in this section could be very helpful for leaders as they plan for technology at their schools.
When we met, thought and discussion time were given to what the ideal setting for classroom technology use would be. The second chapter in Part III described tech-ready facilities. We were able to hear from other members in our group about what facilities exist at the schools where we teach or where our children attend school. Classroom configuration, lighting, electrical outlets, network connectivity, and even air-conditioning were discussed in the book. We were able to compare our current situations at our schools to the ideal settings described in the book to see where we’re on target, and where we lag behind. Tech-ready schools take all of those things into account and allow flexibility for various instructional styles and changing technologies.
The third chapter in this section prompted us to discuss the major issues in network security and reliability in our schools or districts. The book listed scenarios and a list of questions were posted in our workroom to stimulate thought about our schools’ policies and procedures regarding licensing issues, software standardization, viruses, and such. Antidotes were listed and described for possible situations that could be handled incorrectly.
The next chapter discussed the evolving role of the technology coordinator over the past 15 years or so. Now, a technology coordinator is critical for protecting technology equipment in schools not just for maintaining the equipment, but for teacher support, data collection and analysis, parent education and much more. We learned through the book and the discussion that the position has expanded very much in some places, but not so much in others. The technology coordinator’s role was different at each of our schools. From school to school or district to district, some technology coordinators are volunteers while others are full-time, certified staff. Technology coordinators wear many hats, and which hat is worn is usually up to the administration. It is recommended that elementary schools need at least a part-time technician and a part-time person to deal with instruction, and data collection and analysis, while one full-time person in each of those areas is recommended at each high school.
The final chapter in Part III, entitled “What to Do When Things Aren’t Working,” cited the NETS for teachers which state that teachers should have basic troubleshooting skills. The author asked technology coordinators and technicians to share their troubleshooting tips for teachers and students. Responses were given from as far away other countries too. A list of the 10 most suggested were complied for the classroom teacher to view easily when things aren’t working. Having the knowledge to troubleshoot basic problems saves much time for the teacher and the technicians. Lists were also created for times when teachers need to call someone for assistance, and for preventive measures.
I find it interesting to hear how different schools deal with their technology funds and plans, facilities, troubleshooting, and coordinators' roles. Much variation exists from school to school. Please feel free to share your thoughts on how things are in your school or system.
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